Abstract
This article considers the current nature and circumstances of cosmopolitan theory and its potential to inform and reconceptualise research in adolescent literacy. Cosmopolitanism, as a condition or experience of globalisation, seems particularly useful in considering the circumstances of 21st century adolescents and the literacies they utilise. In first describing cosmopolitan theory and the effects of globalisation on education, and then reviewing the existing literature embodying a cosmopolitan perspective, this paper illustrates the need for more research at the intersection of adolescent literacy and a cosmopolitan perspective.
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