'Lambirth seeks to challenge the readers of this book to think closely about the political background of the forms of literacy that they may practice or advocate. This is a tall task - in a context where the last 20 years of teacher education in literacy in the United Kingdom has been characterized by focus outcomes statements which has mitigated against any possible examination of the theories from which these curriculum directions were derived. Lambirth's challenge is indeed needed even more so at this time as political changes, economic imperatives and global trembling demonstrate the fragility of the social and political worlds. This a very brave and important new book which is essential reading for those involved in Literacy Education at any level.' Robyn Cox, Associate Professor of Literacy Education, Australian Catholic University, Australia

'In this important, new study Andrew Lambirth offers a challenging, provocative and original perspective on literacy and politics. A complex and compelling argument, well evidenced and analysed, this thoughtful book critically examines how literacy can be a lever for fundamental societal change in the way the Left has always advocated. This insightful work is likely to become a basic text in literacy education on research-oriented teacher education courses, not just in the UK, but around the world.' Kathy Hall, Professor of Education, University College Cork, Ireland

'Professor Lambirth has produced a scholarly text, providing his readers with a step by step deconstruction of highly complex social and educational theories which he relentlessly challenges, compelling his readers to question policies, systems, practices and individual responses. Professor Lambirth weaves literacy knowledge, the politics of literacy and literacy practices through wide ranging references to ideologies and the politics of education with his view of the world through a Marxist lens, leaving no educational stone unturned. He invites us to examine ‘where one stands as educators' and offers support by defining terms and ideologies, forcing us to journey from ‘prescribed shots of knowledge' and towards ‘a discourse of hope'. I believe this to be a significant book in its support for understanding both historical and contemporary education discourse and, in particular, for acknowledging the timeless political drivers for education policy.' Kathy Gooch, Senior Lecturer, Department of Professional Development, Canterbury Christ Church University, UK