Carefully researched and accessibly presented, this book offers a unique and timely contribution to the field ofcritical literacy. Helen Cozmescu challenges white settler educators to develop new understandings ofcriticalliteracies that start with the knowledges andperspectivesof Indigenous peoples. Offering an original synthesis ofcritical literacy, informed by Freire, Milani and Janks and her experience as an early childhood educator, Cozmescu provides a helpful approach to pedagogical design which is explicitly decolonial in intent and practice. Essential reading for all teachers committed to social justice!

Barbara Comber, Adelaide University, Australia

Aligned with urgent priorities in education – equity, inclusion, democratic participation – this book offers a clear moral and pedagogical platform for reframing critical literacy through First Nations perspectives, ontologies and sovereignty. The book offers much hope for moving beyond token inclusion towards overdue structural change in early years education.

Jennifer Alford, Griffith University, Australia

Helen Cozmescu's book is focused on the early years but applies to all. It is a gift to a world in need of finding ways to uphold universal standards of freedom, dignity, justice, and equality. Her book is an invitation to reimagine being a teacher of critical literacies as a lifelong journey of becoming within the relational ethos of care and responsibility reflected in First Nations perspectives, that builds off the changing lives of students to create transformative spaces in and outside the classroom, for them to shape their world into more inclusive and equitable places.

Vivian Vasquez, American University School of Education, USA