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Cambridge Journal of Education Volume 52, 2022 - Issue 3
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Research Article

Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox?

Chloe Ashbridgea School of Education, Language, and Psychology, York St John University, York, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4247-1551
ORCID Icon,
Matthew Clarkea School of Education, Language, and Psychology, York St John University, York, UKORCID Iconhttps://orcid.org/0000-0003-4693-248X
ORCID Icon,
Beth T. Bellb Department of Education, University of York, UK
,
Helen Sauntsona School of Education, Language, and Psychology, York St John University, York, UK
&
Emma Walkera School of Education, Language, and Psychology, York St John University, York, UK
Pages 291-307 | Received 02 Apr 2021, Accepted 03 Sep 2021, Published online: 08 Oct 2021

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