TY - JOUR ID - 1092080ar T1 - Critical Literacy in Canada: A Systematic Review of Curricula and Literature A1 - Kaya, Jean A1 - Dressler, Roswita A1 - Lenters, Kim JO - Language and Literacy / Langue et littératie VL - 24 IS - 2 SP - 25 EP - 61 SN - 1496-0974 Y1 - 2022 Y2 - 28 mars 2024 08:52 PB - Language and Literacy Researchers of Canada LA - EN AB - Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom. DO - https://doi.org/10.20360/langandlit29606 UR - https://id.erudit.org/iderudit/1092080ar L1 - https://www.erudit.org/fr/revues/langlit/2022-v24-n2-langlit07268/1092080ar.pdf DP - Érudit: www.erudit.org DB - Érudit ER -