In a number of classrooms recently, in Australia and elsewhere, English teachers have been redefining their teaching and inventing new ways of doing' it. This is no longer a matter of drilling students in grammatical skills, instructing them in turning out five-paragraph essay, responding appreciatively to novels, plays and poems or creating their own in a like manner. Instead, teachers are finding ways to help their students understand and act on critical literacy theories. According to these ideas, English in its forms and uses can never be a matter of neutral communication of factual knowledge, and the power "Critical Literacy in the Classroom" asks how language might be put to different, more equitable uses, and how texts might be recreated in a way that would tell a different story. This book is a carefully documented and critically analysed example of the growing emphasis on critical literacy in syllabuses, government reports and the like.