E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

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Abdul Aziz, Azlina, and Grace Chang Siew Yeng. HYSTERICAL DAYDREAMING: Personal Narrative of Malaysian Youths’ Schooling Experiences. Penerbit UKM, 2022.

Abednia, Arman, and Graham V. Crookes. “Critical literacy as a pedagogical goal in English language teaching.” In Second Handbook of English Language Teaching, edited by Xuesong, Gao, 255-275. Cham: Springer, 2019.

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Amgott, Natalie. “Critical literacy in# DigitalActivism: Collaborative choice and action.” The International Journal of Information and Learning Technology 35, no. 5 (2018): 329-341.

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Driessen, Emily P., Jennifer K. Knight, Michelle K. Smith, and Cissy J. Ballen. “Demystifying the meaning of active learning in postsecondary biology education.” CBE—Life Sciences Education 19, no. 4 (2020): ar52. https://doi.org/10.1187/cbe.20-04-0068

Dyer, Maxine. “Critical literacy: Promoting equity in early childhood settings.” He Kupu the Word 6, no. 3 (2020): 1-7.

Elnadeef, Elsadig Ali Elsadig. “Perspective on the Relationship between Banking Education and English Achievement. A Case of Fresh EFL Students at King Khalid University.” International Journal of Linguistics, Literature and Translation 5, no. 3 (2022): 233-243.

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Fain, Jeanne Gilliam. ““Um, They Weren’t Thinking About Their Thinking”: Children’s Talk About Issues of Oppression.” Multicultural Perspectives 10, no. 4 (2008): 201-208.

Fajardo, Margarita Felipe. “A review of critical literacy beliefs and practices of English language learners and teachers.” University of Sydney Papers in TESOL 10 (2015): 29-56.

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George Lee, Cheu-jey. “Two plus four dimensions of critical literacy.” Educational Philosophy and Theory 52, no. 1 (2020): 79-87.

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Gustine, Gin Gin. “A survey on critical literacy as a pedagogical approach to teaching English in Indonesia.” Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 531-537.

Gustine, Gin Gin. “Designing and implementing a critical literacy-based approach in an Indonesian EFL secondary school.” International Journal of Indonesian Studies 1, no. 1 (2013): 2-21.

Hall, Katrina Willard. “A critical analysis of the books read aloud by kindergarten teachers and their reasons for book selection.” Ph.D., University of Florida, 2004.

Hamamra, Bilal, Nabil Alawi, and Abdel Karim Daragmeh. “Covid-19 and the decolonisation of education in Palestinian universities.” Educational Philosophy and Theory 53, no. 14 (2021): 1477-1490.

Hendrix-Soto, Aimee, and Melissa Mosley Wetzel. “A review of critical literacies in preservice teacher education: pedagogies, shifts, and barriers.” Teaching Education 30, no. 2 (2019): 200-216.

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Ihejirika, Cardinal. “A Constructivist Appraisal of Paulo Freire’s Critique of Banking System of Education.” European Journal of Educational and Development Psychology 6, no. 1 (2017): 1-13.

Ilyas, Mohammed, and Naeem Afzal. “Analyzing Jhumpa Lahiri’s narrative’The Namesake’: A breakthrough beyond text.” Journal of Language and Linguistic Studies 17, no. 1 (2021): 431-444.

Ismail, Junaida, Etty Harniza Harun, Aishah Musa, Samsiah Bidin, Muna Abd Jalil, and Meriam Ali. “Active learning: review among Faculty of Business and Management students.” Journal of Administrative Science 18, no. 1 (2021): 278-285.

Jeong, Miok. “Developing critical literacy through English newspaper articles for high-intermediate EFL students in Korea.” Ph.D., University of Wisconsin-River Falls, 2012.

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Kaur, Sarjit, and Gurnam Kaur Sidhu. “Evaluating the critical literacy practices of tertiary students.” Procedia-Social and Behavioral Sciences 123 (2014): 44-52.

Kheladi, Mohammed. “Teachers’ perceptions and concerns about implementing active learning in teaching EFL literature. A case study at Tlemcen University, Algeria.” Global Journal of Foreign Language Teaching 11, no. 3 (2021): 150-159.

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Koloti, Arone C., and Thuthukile Jita. “Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho.” South African Journal of Childhood Education 11, no. 1 (2021): 1-10.

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Kwaghgande, Daniel Aseer. “The epistemological implication of the banking model of education and the need for problem-based model of learning in educational system.” Oracle of Wisdom Journal of Philosophy and Public Affairs (OWIJOPPA) 4, no. 5 (2020): 33-42.

Lewison, Mitzi, Amy Seely Flint, and Katie Van Sluys. “Taking on critical literacy: The journey of newcomers and novices.” Language Arts 79, no. 5 (2002): 382-392.

Locke, Terry, and Alison Cleary. “Critical literacy as an approach to literary study in the multicultural, high-school classroom.” English Teaching: Practice and Critique 10, no. 1 (2011): 119-139.

Mabejane, Maseqao Regina. “Science teacher training within the education system in Lesotho and the realities on the ground.” Educational Journal of the University of Patras UNESCO Chair 2, no. 2 (2015):70-83.

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Nam, Jihyun. “Disrupting the commonplace: Critical literacy practices in the ESL reading classroom.” The International Journal of Critical Pedagogy 11, no. 1 (2020): 133-154.

Njagi, Mercy Wanja, Colomba Kaburi Muriungi, and Christine Atieno Peter. “Effectiveness of professional development on English and literature teachers in selected schools in Tharaka-Nithi and Meru County, Kenya.” American International Journal of Contemporary Research 4, no. 8 (2014): 142-148.

Obloberdiyevna, Djamaldinova Shahlo, and Khamidova Umida Odilkhonovna. “Teaching languages using modern educational methods.” International Journal of Intellectual Cultural Heritage 2, no. 3 (2022): 105-111.

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Osorio, Sandra Lucia. “Promoting critical literacy among emergent bilinguals: An exploration of their identities.” Ph.D., University of Illinois at Urbana-Champaign, 2013.

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Pietrandrea, Laura M. “Co-constructing critical literacy in the middle school classroom.” Ph.D., The Ohio State University, 2008.

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Rajcoomar, Ronesh. “Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India.” Ph.D., University of South Africa, 2013.

Ramirez-Nava, Christina Marie. “Exploring critical literacy through teachers’ professional learning.” (2013).

Raselimo, Mohaeka, and Mahao Mahao. “The Lesotho curriculum and assessment policy: Opportunities and threats.” South African Journal of Education 35, no. 1 (2015): 1-12.

Rogers, Rebecca, Melissa Mosley, and Mary Ann Kramer. Designing socially just learning communities: Critical literacy education across the lifespan. New York: Routledge, 2009.

Rugut, Emmy J., and Ahmed A. Osman. “Reflection on Paulo Freire and classroom relevance.” American International Journal of Social Science 2, no. 2 (2013): 23-28.

Sasalia, Oktaviari Ayu, and Fatimah Mulya Sari. “Utilizing novel in the reading class to explore students’ viewpoint of its effectiveness.” Journal of English Language Teaching and Learning 1, no. 2 (2020): 56-61.

Takeda, Yuya. “Praxis of critical literacy: Pragmatic utilization of theoretical tensions.” Critical Education 13, no. 1 (2022): 36-50.

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Tsay, Mina, and Miranda Brady. “A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?” Journal of the Scholarship of Teaching and Learning (2010): 78-89.

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Vasquez, Vivian Maria, Hilary Janks, and Barbara Comber. “Critical literacy as a way of being and doing.” Language Arts 96, no. 5 (2019): 300-311.

Vasquez, Vivian Maria. Negotiating critical literacies with young children. New York: Routledge, 2014.

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Mabohlokoa Masunhloane is a Doctoral student at the University of the Free State, Faculty of Education, South Africa. She teaches English in a high school in Lesotho.

Rantsie Kgothule is a Lecturer in the Psychology of Education discipline, Faculty of Education, University of the Free State, South Africa. His area of specialisation is inclusive education. He has published in accredited journals and has supervised postgraduate students.

Masunhloane, Mabohlokoa & Kgothule, Rantsie. “Utilizing Dimensions of Critical Literacy to Improve Active Learning in Teaching English Novels in Lesotho.” E-Journal of Humanities, Arts and Social Sciences 4, no.10 (2023): 1277 -1288.  https://doi.org/10.38159/ehass.202341010