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Abstract
Grounded in the theoretical constructs of envisionment building and critical literacies, this article discusses a case study on how the teacher invites the students to make their learning of literary elements (e.g., point of view) more meaningful by incorporating components of critical literacies. The teacher’s critical practice and the students’ written responses to adolescent literature including novels are discussed as the supporting examples from the study. The findings challenge the misconception that there is little space to implement critical literacies under the prescriptive curriculum during the present standardized testing era.
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