%O Copyright © 2019 Bobbie Kabuto, Sinéad Harmey c 2019. This work is licensed under a Creative Commons Attribution 4.0 International License. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
%D 2019
%V 6
%N 2
%I Mercy College
%L discovery10079191
%K Literacy, Educational policy, Pedagogy, Teacher education
%X This issue of the Global Education Review focuses on how to reimagine, define, and conceptualize literacy practices within an educational setting for a global society. In the call for this issue, we encouraged the authors to define literacy as social and cultural practices that drew upon a range of issues relating to
social justice, equity, identity, ideologies, power, and the imagination. Through this perspective literacy is more than the sum of reading and writing events; it is a process that employs diverse symbolic tools (i.e. reading, writing, and drawing, etc.) for social and global transformation.
%T Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education
%A B Kabuto
%A S Harmey
%J Global Education Review