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Critical Literacy through Initial Teacher Education in English

Stevens, D.

Critical Literacy through Initial Teacher Education in English Thumbnail


D. Stevens


In this paper, I seek to ascertain whether critical literacy may have an important and realisable place in current English pedagogy, having first tried to establish what is meant by critical literacy, and what its contexts are for my purposes here, including the nature of initial teacher education (ITE). The paper then reports and reflects on some experiences of a Postgraduate Certificate in Education (PGCE) English group in exploring elements of critical literacy, and focuses especially on two lessons taught by two members of the PGCE group. Whilst acknowledging that any conclusions must be tentative, I go on to propose that a synthesis may be possible between different traditions of English pedagogy to enable critical literacy more easily to flourish.


Stevens, D. (2014). Critical Literacy through Initial Teacher Education in English. Changing English, 21(1), 32-41.

Journal Article Type Article
Online Publication Date Feb 19, 2014
Publication Date Feb 19, 2014
Deposit Date Mar 12, 2014
Publicly Available Date Mar 17, 2014
Journal Changing English
Print ISSN 1358-684X
Electronic ISSN 1469-3585
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 21
Issue 1
Pages 32-41
Keywords Critical literacy, Initial teacher education, English pedagogy.


Accepted Journal Article (195 Kb)

Copyright Statement
This is an Author's Accepted Manuscript of an article published in Stevens, D. (2014) 'Critical literacy through initial teacher education in English.', Changing English : studies in culture and education., 21 (1). pp. 32-41.<br /> © 2014 Taylor & Francis, available online at:

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