Nita Novianti, Mairin Hennebry-Leung, Andy Bown
Critical literacy is widely recognised for its role in fostering analytical thinking and empowering learners to engage with the complexities of contemporary society. However, its integration into classroom practice often exposes tensions between theoretical ideals and the realities of local educational contexts. Informed by Bhabha's (1994) theory of the third space and the negotiation frameworks (Comber, 2001; Vasquez, 2004; Vasquez et al., 2013), this study investigates how these tensions are navigated within an Indonesian English as a Foreign Language (EFL) teacher education program, focusing on a Teaching of English to Young Learners (TEYL) unit. The research draws on in-depth interviews, communications, course documents, and reflective journals. Findings reveal that the most significant challenges emerged from conflicting beliefs: teacher educators tended to regard critical literacy as an optional enrichment to foundational language skills, while the researcher advocated for its full integration. The process of negotiation was dynamic and non-linear, characterised by ongoing dialogue, compromise, and the co-creation of a third space, where global theories and local realities intersected. Practical constraints, such as limited curricular guidance and varying understandings of critical literacy, further complicated these negotiations. Ultimately, the study demonstrates that successful integration of critical literacy requires sustained negotiation among stakeholders, recognition of local realities, and flexibility in bridging theory and practice. This study offers insights for educators internationally seeking to implement critical literacy in diverse educational settings with their own local realities. © 2026 The Authors.
English Language and Literature Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia; Faculty of Education, University of Melbourne, Melbourne, Australia; Faculty of Education, University of Tasmania, Newnham, Australia
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