This article takes an activist approach to the discussion of critical literacy in theory and in praxis. Critical literacy has long been considered a powerful schema for critical pedagogical pursuits both inside and outside of schools. First, I address the need to negotiate the language around literacy for activist educational pursuits. I then move to define critical literacy, tracing the history of the topic through its theoretical and practical morphology. Finally, I address contemporary examples of critical literacy research, highlighting the limitations of school-based approaches and proffering actionable elements of critical literacy praxis beyond the boundaries of formal educational contexts. In the end, I recommend conceiving of critical literacy as a learning theory to be applied to the study of youth social and political activist organizing outside of schools.
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