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Papers by Lefkios Neophytou

Επιστήμες Αγωγής, Feb 21, 2020

Σ το άρθρο αυτό παρουσιάζονται οι βασικές αρχές της Διαπολιτισμικής Εκπαίδευσης και της Διαφοροπο... more Σ το άρθρο αυτό παρουσιάζονται οι βασικές αρχές της Διαπολιτισμικής Εκπαίδευσης και της Διαφοροποίησης της Διδασκαλίας, αναλύονται τα σημεία σύγκλισης τους και προτείνεται μια συνδυαστική, εκλεκτικιστική προσέγγιση. Το πλαίσιο σύζευξης των δύο προσεγγίσεων, όπως συζητείται στο άρθρο, μπορεί να αναζητηθεί μέσα από τη θεωρία της Πολιτισμικά Ευαισθητοποιημένης Παιδαγωγικής (Culturally Responsive Pedagogy) (

Στο άρθρο αυτό παρουσιάζονται οι βασικές αρχές της Διαπολιτισμικής Eκπαίδeυσης και της Διαφοροποί... more Στο άρθρο αυτό παρουσιάζονται οι βασικές αρχές της Διαπολιτισμικής Eκπαίδeυσης και της Διαφοροποίησης της Διδασκαλίας, αναλύονται τα σημeία σύγκλισης τους και προτeίνeται μια συνδυαστική, eκλeκτικιστική προσέγγιση. Το πλαίσιο σύζeυξης των δύο προσeγγίσeων, όπως συζητeίται στο άρθρο, μπορeί να αναζητηθeί μέσα από τη θeωρία της Πολιτισμικά Eυαισθητοποιημένης Παιδαγωγικής (Culturally Responsive Pedagogy) (Gay, 2010, Kea, Campbell-Whatley & Richards, 2006, Ladson-Billings, 1995) eνώ η πρακτική για τη βeλτιστοποίηση της παιδαγωγικής μeθόδeυσης, μέσα από το Διαφοροποιημένο Διαπολιτισμικό Αναλυτικό Πρόγραμμα (Alenuma-Nimoh, 2012).

POLI.S Citizenship Association / ΠΟΛΙ.Σ Σύνδeσμος Πολιτότητας ; editor Lefkios Neophytou ; eπιμέλ... more POLI.S Citizenship Association / ΠΟΛΙ.Σ Σύνδeσμος Πολιτότητας ; editor Lefkios Neophytou ; eπιμέλeια έκδοσης Λeύκιος Νeοφύτου; v. :ill. ;23 cm; Includes bibliographical references.

Περιέχει βιβλιογραφία (σ. 169-195).Αριθμός δεδηλωμένων πηγών στη βιβλιογραφία: 354Διατριβή (διδακ... more Περιέχει βιβλιογραφία (σ. 169-195).Αριθμός δεδηλωμένων πηγών στη βιβλιογραφία: 354Διατριβή (διδακτορική) -- Πανεπιστήμιο Κύπρου, Σχολή Κοινωνικών Επιστημών και Επιστημών της Αγωγής, Τμήμα Επιστημών της Αγωγής, Φεβρουάριος 2009.Η βιβλιοθήκη διαθέτει αντίτυπο της διατριβής σε έντυπη μορφή.Η έρευνα επιχειρεί να διευρύνει την ερμηνευτική ικανότητα των υφιστάμενων μοντέλων για την Εκπαιδευτική Αποτελεσματικότητα εξετάζοντας, σε σχέση με τους εκπαιδευτικούς, την επίδραση που οι παράγοντες της Προσωπικής Θεωρίας και της Συναισθηματικής Νοημοσύνης έχουν στην Ποιότητα και Αποτελεσματικότητα της διδασκαλίας. H Ποιότητας και Αποτελεσματικότητα εξετάζονται μέσο του Δυναμικού Μοντέλου της Εκπαιδευτικής Αποτελεσματικότητας (ΔΜΕΑ) των Kyriakides και Creemers ενώ η ΣΝ, προσεγγίστηκε διαμέσου των δύο κυρίαρχων θεωρητικών μοντέλων: το μοντέλο της ΣΝ ως ικανότητας (ΣΝι) των Mayer & Salovey (1997) και το μοντέλο του Bar-On (1997) που εντάσσεται στην κατηγορία των μοντέλων που θεωρούν ότι η ΣΝ είναι συν...

Springer eBooks, 2013

ABSTRACT ecently there has been a growing interest in the establishment of broader educational ag... more ABSTRACT ecently there has been a growing interest in the establishment of broader educational agendas that not only addresses academic skills but also seeks to improve students’ social and emotional skills (Metlife, 2004). Students, as citizens of the future society, need to develop competencies that would allow them to interact in socially skilled and emotionally intelligent ways. Students are not only expected to master knowledge and cognitive skills but also emotional and social skills that could become the foundation for meaningful and effective employment and engaged citizenship (Elias, 2003). In this context, a relatively new notion has been gaining constant acceptance and growing popularity: Emotional Intelligence. http://link.springer.com/chapter/10.1007/978-3-531-19477-6_10

Education Inquiry, Dec 27, 2020

This paper reports the results of a document analysis study examining the policies, trends, and c... more This paper reports the results of a document analysis study examining the policies, trends, and conceptions developed by the OECD in the last 15 years regarding the development and mainstreaming of globalised policies of migrant education. From the process of the analysis, three thematic categories emerged: (i) Socioeconomic aspects of education: International testing and the performance gap; (ii) OECD's recommendations on Migrant Education; and (iii) Influence mechanisms: Standardisation, benchmarking, and dissemination of suggestions. Findings are discussed in the light of the concepts of neoliberalism, standardisation and soft governance. It is argued that, despite the philology pertaining the promotion of neoliberalism and standardisation through the OECD's policy suggestions, OECD's soft governance champions for alternative models, philosophies and practices that may challenge dominant modus operandi towards more just educational policies for migrants.

Curriculum and teaching, Nov 1, 2020

The challenge teachers and schools face nowadays is twofold: adopting an intercultural education ... more The challenge teachers and schools face nowadays is twofold: adopting an intercultural education framework and introducing high-quality teaching that will provide an equal opportunity for learning to all students, regardless of their ethnic origin or other characteristics. In this context, after we introduce the framework of Interculturally Differentiated Teaching (IDT), we examine the implementation of IDT in real classroom settings that are characterised by both mixed ability and cultural diversity. Drawing upon interview and observation data, we examine how teachers attempt to deal with this twofold challenge by focusing on their practices, the barriers they face, and their suggestions. Our findings caution that teachers are rather ill-prepared to deploy differentiated instruction in order to address both the goals of cultivating intercultural competence and maximising the learning potential for all their students. Our research bears wider implications, suggesting that for IDT to be successfully implemented in practice, education policy should promote comprehensive approaches of intercultural education and differentiated instruction, both in terms of teaching and teacher training.

Educational research eJournal, 2012

This paper will review the various curricula underpinning teacher education for elementary school... more This paper will review the various curricula underpinning teacher education for elementary school teachers in Cyprus and describe the variations of the indented teacher profile from the English colonial period to the present day. We will discuss how and why the intended teacher profile has shifted from a clear, concise and consistent ethnocentric perspective to a more vague and ambiguous approach that resulted from the allocation of the responsibility for teacher training, from the state to the university. This paper concludes by proposing a new framework that can be used to describe the intended teacher profile in contemporary times taking into consideration the open systems perspective and the notion of autonomy at universities.

Educational research eJournal, 2012

This study examined the validity and reliability of the Greek version of the Bar-On's (1997) Emot... more This study examined the validity and reliability of the Greek version of the Bar-On's (1997) Emotional Quotient inventory. Participants in the study were 272 Cypriot adults (teachers and student teachers) aged 18-53. The internal reliability of the instrument was very high concerning the total scale and more than adequate for all its composite scales and subscales. The instrument's construct validity was examined by a combination of exploratory and confirmatory factor analysis. Exploratory factor analysis revealed a different factorial structure concerning the instrument's subscales from the structure suggested in the technical manual (35 instead of 15). Confirmatory factor analysis revealed that all goodness of fit indexes were gratified for all the EQ-i composite scales but not for the general-total scale of emotional intelligence. Overall, the results suggest that the EQ-i is a reliable instrument to be used across different population samples. Nevertheless, additional research is needed in order to establish the instruments' underlying theoretical structure.

Curriculum Journal, Jan 2, 2015

Since 2004, the Ministry of Education and Culture in Cyprus has launched an educational reform. T... more Since 2004, the Ministry of Education and Culture in Cyprus has launched an educational reform. The Ministry highlighted Cyprus' participation in the European context and, by extension, the turninginto-multicultural character of the Cypriot society as the most important reasons, which necessitated such a reform. This paper seeks to examine the perceived curriculum of intercultural education in Cyprus. To this end, we explore how the conceptual and theoretical framework of the 'new' national curriculum influences key stakeholders' understandings of intercultural education. Do they share similar understandings? Do they use the same terminologies? How consistent is their knowledge with the contemporary literature on Intercultural Education? All these questions will help us establish an understanding about the next level of curriculum development À the implementation level À and illuminate their possible tacit assumptions concerning the role of the teachers in carrying out of the declared policy on Intercultural Education. Most importantly, we will discuss the tacit assumptions that come to light through their expressed perceptions, addressing not only to the practises but also the essence of the term intercultural education and its originating interest in terms of human agency. Within this context we will deliberate how a broadly accepted policy, namely intercultural educational policy, becomes a vehicle that can be used to control, interact with or empower people and in particular those delegated with its implementation-in our case the teachers.

Intercultural Education, Apr 3, 2018

Despite the fact that both intercultural education and differentiated instruction are based on th... more Despite the fact that both intercultural education and differentiated instruction are based on the premises of inclusion, equality, and equity, most research and publications have focused on one in isolation of the other. Scholars from each tradition often use the same argumentation, propose similar strategies and reach similar conclusions. Nevertheless, the emphasis is different: while intercultural education celebrates students' cultural backgrounds and draws upon culture for the development of effective classroom instruction and school environments, differentiated instruction focuses on academic aptitude, therefore, requiring a systematically planned curriculum and instruction that meets the needs of academically diverse learners. Differentiation of instruction focuses on the individual and its prerogative for success and happiness; intercultural education is focused on the community and therefore, it is mostly concerned about the preservation of collective identities. The aforementioned distinction helps us realise that the challenge for educators in contemporary multicultural classrooms is twofold: to sustain collective identities and to facilitate individual academic success. Visiting both approaches and utilising an eclectic approach, this paper discusses the rationale for the development of a comprehensive framework that can be useful for theory deliberation as well as a guide for instructional practice.

Teacher Development, Jul 3, 2017

Abstract The present article reports the results of a study performed to investigate and examine ... more Abstract The present article reports the results of a study performed to investigate and examine the characteristics of a teachers’ professional development program (Teachers’ Professional Development Program for Differentiated Instruction [PDD]) specially designed to support teachers in the design and application of differentiated instruction. Considering the characteristics of high-quality professional development programs (i.e. active learning, collective participation, closely related to the curriculum and the existing teaching realities, sufficient duration and continuance), the PDD aimed to facilitate change in both attitudes and practices of the participants. The study provides evidence of the success of the program, both in terms of teacher professional development and student achievement, and discusses the elements that made this program successful.

INTED proceedings, Mar 1, 2019

The evolution of literacies in the digital age demands to pass from the acquirement of ‘pencil an... more The evolution of literacies in the digital age demands to pass from the acquirement of ‘pencil and paper’ literacies to digital literacies. In 2006 Digital Literacy has been acknowledged by the European Parliament as a key skill for the 21st century and as one of the four foundational skills for learning, while in the European Commission’s 2010 Digital Agenda it was decided that the Digital Literacy is one of its seven pillars. However, most teachers lack sufficient Digital Competences that encompass not only ICT skills but also a list of abilities such as the ability to introduce in teaching practice technologies using creative ideas and innovative methodologies and also the ability to safely use information and communication technologies (ICT) respecting copyrights and licensing. The outcomes of the OECD 2009 report reflect this problem and underline the big need not only to integrate ICT into schools' curricula, but also to invest in teachers’ training in order to use technologies for teaching and for supporting students in their learning processes. Another survey (Survey of Schools:ICT in Education, EU, 2013, known as ESSIE), which aimed to benchmark progress in ICT in education in 31 countries, also found that most teachers have been familiar with ICT for teaching and learning for some years but still use it first and foremost to prepare only their teaching. In order to address this need, a questionnaire (35 questions) was developed in the framework of the ISCH COST Action IS1404 ‘Evolution of reading in the age of digitisation’ (E-READ, www.ereadcost.eu), funded by the European Union. Its main aim was to investigate teachers’ confidence on their digital literacy and to explore their training needs in order to build their digital competences. It was inspired by the European Framework for the Digital Competence of Educators (DigCompEdu, 2017) and it was jointly developed by researchers from the University of Macedonia (Greece), University of Nicosia (Cyprus), Trnava University (Slovakia) and University of Barcelona (Spain). More than 300 responses from Primary and Secondary Education teachers from 4 different countries (Cyprus, Greece, Slovakia, Spain) were collected. First results revealed significant differences between countries, regarding teachers’ confidence in using digital resources in teaching practices and in the ways that they introduce technology in classroom. Research data analysis has also shown that the need for teachers’ training in digital literacy is quite high but different in each country. Furthermore, research results revealed that educational qualification and Continuous Professional Development level were both significant positive predictors of confidence in most cases (p < .05). This paper aims to present first the theoretical background on which it was based the creation of the questionnaire, then to describe the research methodology, and finally to analyse and discuss its first findings. In the second stage of this research, we aim to collect data from all European countries in order to better map the teachers’ Digital Literacy Training Needs across Europe.

Curriculum and teaching, 2008

World Studies in Education, Dec 1, 2022

In this article I discuss how teachers’ professional identity has influenced their perceptions an... more In this article I discuss how teachers’ professional identity has influenced their perceptions and actions in the context of the implementation of the educational policy of Differentiated Instruction (DI) in Cyprus. Utilizing a Bourdieusian framework as the basis for my deliberation I discuss the testimonies of 13 teachers, collected via interviews. It is argued that teachers, perceived themselves as ministers-agents in the service of the society, pursuing the noble mission of educating children. This perception empowered them to persevere and keep on trying, despite the difficulties they encountered.

Curriculum Journal, Sep 1, 2013

ABSTRACT The new Curricula of Cyprus aspire to deliver a new ethos in teaching and learning that ... more ABSTRACT The new Curricula of Cyprus aspire to deliver a new ethos in teaching and learning that promotes the notion of ‘the humane and democratic school' and emphasises the right of every child to succeed. In this context, the new Modern Greek language curriculum in Cyprus has been moulded upon the notion of Critical Literacy (CL). CL is neither an instructional strategy nor a lesson plan. It is a philosophical belief committed to a different worldview. As such, CL requires people's acceptance. Not just students but also teachers must first learn, understand and embrace the notion before applying its principles to their practice. This can only be done through a process of transformative leadership enabling teachers to become transformative leaders themselves. Has this axiom been taken into consideration in the case of Cyprus? Do teachers in Cyprus learn about CL in a process of transformative leadership? This article will attempt to answer these questions utilising the testimonies of Sandra, a primary school teacher who attended the seminars and workshops organised for training teachers to use the new language curriculum.

World Studies in Education

World Studies in Education, Volume 23, Number 2, 2022

Επιστήμες Αγωγής, Feb 21, 2020

Springer eBooks, 2013

Education Inquiry, Dec 27, 2020

Curriculum and teaching, Nov 1, 2020

Educational research eJournal, 2012

Curriculum Journal, Jan 2, 2015

Intercultural Education, Apr 3, 2018

Teacher Development, Jul 3, 2017

INTED proceedings, Mar 1, 2019

Curriculum and teaching, 2008

World Studies in Education, Dec 1, 2022

Curriculum Journal, Sep 1, 2013

World Studies in Education

World Studies in Education, Volume 23, Number 2, 2022

Analysis of national context in securing BIC in partners countries PROJECT. SEBI "SECURING THE BEST INTEREST OF THE CHILD IN EDUCATIONAL SCHOOL ADMINISTRATION", 2022

This document is a compilation of the different national contexts regarding the policies and prac... more This document is a compilation of the different national contexts regarding the policies and practises for securing the Best Interest of the Child in Spain, Greece, Cyprus, Portugal, Italy and Sweden. It is a part of the SEBI project “SECURING THE BEST INTEREST OF THE CHILD IN EDUCATIONAL SCHOOL ADMINISTRATION” (KA3), supported by the European commission.

Ethical Use of Information Technology in Higher Education, 2022

Computers have considerably changed people’s lives. Ever since the development of the first compu... more Computers have considerably changed people’s lives. Ever since the development of the first computer, many opinions have been expressed echoing different, even unbridgeable, standpoints concerning Information and Communication Technologies (ICT) and their implications on human ecology. Reviewing the benefits and perils associated with ICT in contemporary society, it becomes clear that education should focus both on the technical skills necessary for media production and the critical analytical skills that could help students uncover the politics underpinning the digitized world. In this context, Critical Media Literacy (CLM) becomes a necessity. The chapter aims to shape, via a narrative literature review, a theoretical framework that could help toward the development of educational approaches that would contribute to the development of the skills and attitudes that would help students uncover the politics underpinning the digitized world, empower them to resist to media manipulation, but also enable them to learn from media and to use it in constructive ways.

Children’s life quality: participation, recreation and play (CICADA), 2021

The Training and Policy Adaptation Guide is one of the main and innovative outputs of CICADA proj... more The Training and Policy Adaptation Guide is one of the main and innovative outputs of CICADA project (2019-2021) titled Children’s life quality: Participation, recreation, and play, funded by Erasmus+ KA2. It is developed in the form of an Interactive eBook providing guidelines to the project’s stakeholders, multipliers and relevant policy makers to integrate the project outputs in their usual training activities in different social-cultural settings. This eBook complements the CICADA Curriculum. It can be utilized it as an adult educational component at a public administration level to inform future policies and initiatives in similar fields. The Training and Policy Adaptation Guide consists of three parts. Part A consists of six chapters discussing key issues pertaining children’s Quality of life such as children’s wellbeing and children’s rights, active listening for addressing children’s needs, children’s active participation, children’s free time, and action research in schools and the community for promoting a high-level quality of life for children. Part B presents key findings of the research conducted in Cyprus, Greece and Portugal by the CICADA consortium partners, outlining main aspects of the factors that underpin the quality of life, recorded from desk research and focus groups with children. Part C provides training suggestions that various stakeholders in the field of children rights can utilize to integrate the project outputs in their usual training activities in different social-cultural settings. Finally, Part D provides policy recommendations at micro, mezzo and macro level, that different stakeholders can adopt for the promotion of children’s quality of life. Policy recommendations are organised in separate categories for different groups of stakeholders: governmental agencies, NGO’s, Educational authorities and other stakeholders.

DiDeSU, 2017

This book gathers and presents some of the best practices that have emerged during the two year p... more This book gathers and presents some of the best practices that have emerged during the two year period of the DiDeSu Erasmus project (2015-2017) and reflects the hard work that was carried out by all partners, towards the realization of its objectives. It includes case studies, good practices and methodological guidelines that derived from the implementation of the project. We sincerely hope that teachers will find it useful and resourceful in their everyday struggle to respond to the needs of all students in contemporary mixed ability classrooms.

Πεδίο, 2017

H διαφοροποίηση της διδασκαλίας αποτελεί ίσως την πιο ρεαλιστική πρόταση για τη διασφάλιση της ι... more H διαφοροποίηση της διδασκαλίας αποτελεί ίσως την πιο ρεαλιστική πρόταση για τη διασφάλιση της ισότητας των εκπαιδευτικών ευκαιριών. Το βιβλίο αυτό έχει στόχο να εισαγάγει αλλά και να εξοικειώσει τους εκπαιδευτικούς με την έννοια, τη θεωρία και την πράξη της διαφοροποιημένης διδασκαλίας. Αποτελεί έναν χρήσιμο οδηγό που θα τους βοηθήσει να εφαρμόσουν τη διαφοροποίηση της διδασκαλίας με επιτυχία, διασφαλίζοντας το δικαίωμα στην επιτυχία και τη μάθηση για όλους τους μαθητές. Απευθύνεται σε εκπαιδευτικούς αρχάριους αλλά και έμπειρους στη διαφοροποιημένη διδασκαλία οι οποίοι επιθυμούν να εμπλουτίσουν το θεωρητικό τους υπόβαθρο και να επεκτείνουν το παιδαγωγικό τους ρεπερτόριο, δοκιμάζοντας και υιοθετώντας νέες τεχνικές και στρατηγικές.

GlobeEdit, 2019

Η Συναισθηματική νοημοσύνη ή νοημοσύνη της καρδιάς, σχετίζεται με ποικίλες ικανότητες όπως την εύ... more Η Συναισθηματική νοημοσύνη ή νοημοσύνη της καρδιάς, σχετίζεται με ποικίλες ικανότητες όπως την εύρεση κινήτρων, τη χαλιναγώγηση των παρορμήσεων και τη ρύθμιση της διάθεσης για την απερίσπαστη, από συναισθήματα, σκέψη. Μπορούν οι δεξιότητες αυτές να βοηθήσουν τον εκπαιδευτικό στην εργασία του; Είναι ο συναισθηματικά νοήμων εκπαιδευτικός ένας αποτελεσματικός εκπαιδευτικός; Στο βιβλίο αυτό παρουσιάζεται η έννοια της Συναισθηματικής Νοημοσύνης και εξετάζεται πώς αυτή σε συνδυασμό με τις πεποιθήσεις του εκπαιδευτικού για τον ρόλο του και το τι συνιστά μάθηση, σχετίζονται με την ποιότητα και αποτελεσματικότητα της διδασκαλίας.

3rd International Conference: “Literacy and Contemporary Society: Identities, Texts, Institutions”, 2019

“Post-Truth” is becoming an increasingly notorious notion, being even designated as the “word of ... more “Post-Truth” is becoming an increasingly notorious notion, being even designated as the “word of the year 2016” by Oxford Dictionaries. It can be described as a cultural phenomenon where people increasingly believe their eyes, opinions and “gut feelings” to a much greater extent than cogent argumentation backed with data. Thus media reportage, popular culture and interpersonal communication can build up perceptions of reality that become more ‘real’ than reality itself (Lilleker, 2018). Public opinion is shaped more by emotion and personal belief rather than objective factual arguments. Post-Truth politics, according to Abrahams (2108), refers to: a) systematic use of information that are not related in any way to reality (fake news); b) domination of emotional motivation over rational political choices; c) turning fake information in dominant political themes. In this sense, the disposition and the skills for succeeding in the arena of post truth politics highly resemble the skills of an emotionally intelligent individual. Emotional Intelligence (EI) as a cross-section of interrelated emotional and social competencies, skills and facilitators, impacts intelligent behaviour that regulates the ability to perceive, understand, manage and use emotions, both in ones own self and to others (Goleman,1998; Mayer-Salovey,1997). Considering the role of emotions in post truth era, we must focus on how to utilize EI for the rationalization of the emotional reality. Despite the relativity of the post truth era, people will make their decisions based on Truth. Truth in this broader sense must be lived out, not simply asserted, and it requires us to seek the good, to resist evil, and to live in Hope (Zuidervaart, 2018). Intercultural emotional literacy in the post truth era is therefore not just an option but a necessity. Thus, the focus of this paper is to examine how can emotional intelligence and intercultural understanding work in tandem to set the basis for a socially-just world, by raising awareness of social and racial injustice. To do so, we attempt to build a theoretical and methodological framework of intercultural emotional literacy by examining its underpinning strategies and practices. In order to build the framework of intercultural emotional literacy in the post-truth era, we draw upon the pedagogy of discomfort as the methodological umbrella for this purpose. Boler (1999: 176-177) defines the pedagogy of discomfort as both an ‘invitation to inquiry’ and ‘a call to action’ that invites us to understand the ways ‘ emotions define how and what one chooses to see, and conversely, not to see’, while at the same time, facilitating ‘collective witnessing, enabling individuals to recognise moral ambiquity’. We focus on building intercultural emotional literacy along the line of three axes; namely: (a) media and news literacy; (b) socio-emotional literacy, and (c) social-justice literacy. First and foremost, media and news literacy plays a pivotal role in stereotype reduction and the fight against xenophobia and racism. What previous research shows is that fake news, disinformation, and mainstreaming of populism through both the traditional media and social media entail threads to interculturalism, empathy and social justice. They lead to non-educative knowledge that either influence human interaction in ‘wrong’ ways by trigerring neo-xenophobia or produce lack of trust to the values of social justice, democracy and equality. Secondly, socio-emotional literacy helps people identify feelings in self and others with regards to socio-political problems, while also helping them to develop both problem-solving skills and conflict-resolution skills. Last but not least, social-justice literacy is the essential stepping stone to build a world of democracy and sustainable equality. Social justice literacy is usually associated to the ethos of democracy, in terms of transparency, good governance and accountability. Social-justice literacy empowers people and helps them develop skills to engage with and adapt to changing medias, contexts, and social-justice problems, which are fundamentally important in exercising democratic citizenship in our super-diverse and globalised world.