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This study sought to elucidate the challenges of critical literacy practice in an Iranian context. The objectives were twofold: (a) to find out what challenges teachers and students face in the practice of critical literacy and (b) to explore the state of critical literacy in language education. To this end, a sample of 12 English teachers and 120 students majoring in TEFL took part in the study. Data collection procedure was based on students' reflective notes, semi-structured interviews, anddoi:10.14483/udistrital.jour.calj.2015.1.a04 fatcat:yqp5clntindobnqrdohs5oe3be