Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education

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 \nsocial 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.