Investigating understandings of critical literacies among Finnish and Canadian teachers

Critical literacy has been defined as the use of analog and digital materials towards questioning deconstructing problematic oppressive societal norms further reconstructing more socially just narratives. Even though critical is a well-known concept in many English-speaking countries, its application significance Europe have not sufficiently investigated. As result, this dissimilar study can be reflected teachers’ understandings it theory practice. This contribution focuses on exploring perspectives literacies comparatively. More specifically, article highlights similarities differences way teachers from Canada Finland think definition implementation their own situated, socio-cultural socio-educational contexts. The based theory-generating expert interviews comparative case design, analysis data follows grounded framework. main results show considerable convergence perspectives; while Canadian explored connections with social justice education, Finnish rather highlighted ideas information management multiliteracies. Nevertheless, there were noticeable among these perceptions which are relevant for development field discussion part article.