Staff Catalogue

Stavroula Kontovourki

Department of Education
Crosspoint, 404
40, Kallipoleos Ave.
Stavroula Kontovourki is an Associate Professor in Literacy and Language Arts Education. She holds a bachelor degree in Education – Primary Education (Hons) from the University of Cyprus (2001), an Ed.M. in Curriculum and Teaching (2005, Teachers College Columbia University), and an Ed.D. with a concentration in Literacy Education (2009, Teachers College Columbia University). She has worked at primary and post-secondary institutions, and been involved in projects researching literacy practices in different educational settings.

Literacy and language arts education, literacy studies, embodiment, multimodal and digital literacies, and the enactment of literacy curricula, teachers’ professionalism, and educational change


Edited volume

Enriquez, G., Johnson, E., Kontovourki, S., & Malozzi, C. (Eds.). (2016). Literacies, Learning, and the Body: Bringing Research and Theory into Pedagogical Practice. InJ. Rowsell & C. Lewis (Series Eds.) Expanding Literacies in Education series. New York: Routledge.(

Special Issue

Kontovourki, S., Johnson, E., & Enriquez, G. (Guest Editors.). (2020). Embodiment and literacies: Teaching, learning, and becoming in a post-world. English Teaching: Practice and Critique. Available at

Book Chapters

Kontovourki, S., & Neokleous, Th. (2023). Digital literacies in early childhood: An analysis of “(in)appropriate” practices for young children in parents’ and teachers’ talk. In H. Höfer-Lück, M. Delere & T. Vogel-Lefèbre (Eds.), Bildung, Diversität und Medien: Erkundungen entlang aktueller Diskurslinien (pp. 429-442). Kopaed.

Philippou, S., & Kontovourki, S. (2023). Historicizing teacher education curricula in the middle-ground: A study of four cohorts of elementary teachers’ life hi/stories in the Republic of Cyprus (1970s-2010s). In P. P. Tryfonas (Ed.), Springer International Handbook of Education, Handbook of Curriculum Theory and Research. Springer.

Enriquez, G., Kontovourki, S., & Johnson, E. (2023). Literate identities and/in the body: Tracing embodiments of literacy across grade levels. In C.J. Wagner, K.K. Frankel, & C.M. Leighton (Eds.), Becoming readers and writers: Literate identities across childhood and adolescence (pp. 218-232). Routledge.  

Kontovourki, S., Theodorou E., & Philippou, S. (2021). ‘Sites’ of curriculum making in Cyprus: Tracing the emergence and transformation of expert teacher-subjects. In Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.) Curriculum making in Europe: policy and practice within and across (diverse) contexts (pp. 53-76). Emerald Publishing.

Johnson, E., Enriquez, G., & Kontovourki, S. (2021). Child and youth embodiments of critical literacies. In Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R.S. (Eds.), The critical literacies handbook (pp. 71-81). New York, NY: Routledge.

Kontovourki, S., & Philippou, S. (2021). Storying the teaching profession ‘from below’ and amidst change: A study of four cohorts of elementary teachers’ life histories in the Republic of Cyprus. In University of Cyprus Research Committee (Ed.), The A.G. Leventis Research Projects 2000-2020: 20 Years of Research at the University of Cyprus (pp. 193-212). Nicosia, Cyprus: University of Cyprus.  

Μαρουλλέτη, Ρ., Φιλίππου, Σ., & Κοντοβούρκη, Σ. (2021). Καθ-οδηγώντας τους/τις Εκπαιδευτικούς: ανάλυση λόγου για διερεύνηση του επαγγελματισμού στις «Οδηγίες Σχολικής Χρονιάς» (2004-2018) στην Κύπρο. In Θάνος, Θ. & Κυρίδης, Α. (Eds.), Εκπαίδευση και κοινωνία στην Ελλάδα (pp. 399-420). Αθήνα: Gutenberg.

Kontovourki, S., & Tafa, E. (2020). Pedagogical approaches to digital literacy practices in the early years. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & I.S. Pires Pereira (Eds.), The Routledge Handbook of Digital Literacies in Early Childhood (pp. 187-199). London, UK: Routledge.

Kontovourki, S., & Theodorou, E. (2019). Performative politics and the interview: Unraveling immigrant children’s narrations and identity performances. In S. Spyrou, R. Rosen, & D. Cook (Eds.), Reimagining Childhood Studies (pp. 153-166). London, UK: Bloomsbury Publishing.

Kontovourki, S. & Philippou, S. (2018). Μεταφορές στον Λόγο Εκπαιδευτικών ως Μέσο Διερεύνησης του Εκπαιδευτικού Επαγγελματισμού και της Αλλαγής Αναλυτικών Προγραμμάτων στην Κύπρο: Η Περίπτωση του Γλωσσικού Μαθήματος [Metaphors in Teachers’ Discourse as a Means to Explore Teacher Professionalism and Curriculum Change in Cyprus: the case of Language Arts]. In S. Photiou (Ed.), Παιδαγωγός, Αφιερωματικός Τόμος στην Καθηγήτρια Μαίρη Ιωαννίδου-Κουτσελίνη [Pedagogist, Honorary Volume for Professor Mary Ioannidou-Koutselini] (pp. 184-205). Nicosia: Department of Education, University of Cyprus.

Philippou, S., Kontovourki, S., & Theodorou E. (2016). Professional development for 'professional pedagogues': Contradictions and tensions in re-professionalizing teachers in Cyprus. In J. Rahatzad, H. Dockrill, S. Sharma, & J. Phillion (Eds.), Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders (pp. 159-179). Charlotte, NC: Information Age.

Kontovourki, S. (2016). Assessment as a technology of power: shaping of literacy and literate identities in a public elementary classroom. In D. Tsagari (Ed.), Classroom-based Assessment in L2 Contexts (pp. 75-94). Newcastle upon Tyne: Cambridge Scholars Press.

Johnson, E., & Kontovourki, S. (2016). Introduction: Assembling Research on Literacies and the Body. In G. Enriquez, E. Johnson, S. Kontovourki, & C. Malozzi (Eds.), Literacies, learning, and the body: Bringing research and theory into pedagogical practice (pp. 3-19). New York: Routledge.

Kontovourki, S., Theodorou, E., & Philippou, S. (2015). Governing teachers: Professional development and curriculum reform in the Republic of Cyprus. In H-G. Kotthoff & E. Klerides (Eds.) Governing educational spaces: knowledge, teaching, and learning in transition (pp. 107-126). Rotterdam: Sense Publishers.

Theodorou, E., Kontovourki, S. & Philippou, S. (2015). Η σταδιακή εφαρμογή των «Νέων Αναλυτικών Προγραμμάτων» στην Κύπρο (2011-2012): Αναδεικνύοντας την πολυπλοκότητα μέσα από τον λόγο εκπαιδευτικών [The gradual implementation of the “New Curricula” in Cyprus (2011-2012): Foregrounding the complexity through teachers’ discourse]. In C. Yialoukas, M. Koutselini, K. Olympiou, A. Papoulas & P. Persianis (Eds.), Τιμητικός τόμος  Χρήστου Θεοφιλίδη [Honorary Volume for Christos Theophilides] (pp. 185-202). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association, University of Nicosia.

Kontovourki, S., Philippou, S., & Theodorou, E. (2013). Η (επανα)τοποθέτηση των εκπαιδευτικών κατά την εισαγωγή των νέων αναλυτικών προγραμμάτων στην Κύπρο [Teachers’ (re)positioning during the introduction of the new curricula in Cyprus]. In Ch. Theofilides, A. Michaelidou, P. Persianis & S. Photiou (Eds.), Τιμητικός τόμος Κωνσταντίνου Παπαναστασίου [Honorary Volume for Konstantinos Papanastasiou] (pp. 291-317). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association.

Journal Articles

Kontovourki, S. (2022). Vibrancy and stillness in talking school discourse: Examining embodied talk in primary classrooms. Literacy, 56(3 – Special Issue: Oracy and Education: Perspective shifts and policy tensions), 234-243,

Kontovourki, S., & Siegel, M. (2022). "B is for Bunny": Contested sign-making and the possibilities for performing school literacy differently. Reading Research Quarterly, 57(1), 111-129,

Kontovourki, S., Johnson, E., & Enriquez, G. (2020). Guest editorial: Embodiment and literacies: Teaching, learning, and becoming in a post- world. English Teaching: Practice & Critique, 19(4), 381-388. English Teaching: Practice & Critique, 19(4), 381-388.

Kontovourki, S., Philippou, S. & Theodorou, E. (2018). Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus. The Curriculum Journal, 29(2), 257-276.

Theodorou, E., Philippou, S., & Kontovourki, S. (2017). Caught between worlds of expertise: Primary teachers amidst official curriculum development processes in Cyprus. Curriculum Inquiry,47(2), 1-24. DOI: 10.1080/03626784.2017.1283591

Kontovourki, S. (2014). Reading (through) bodies: Students’ embodied performances of poetry and testing. Pedagogies: An International Journal, 9(2), 133-154.

Kontovourki, S. (2014). Backstage performances: A third grader’s embodiments of pop culture and literacy in a public school classroom. Literacy, 48(1), 4-13.

Philippou, S., Kontovourki, S. & Theodorou, E. (2014). Can autonomy be imposed? Examining teacher (Re)positioning during the ongoing  curriculum change in Cyprus. Journal of Curriculum Studies, 46(5), 611-633

Kontovourki, S., & Ioannidou, E. (2013). Κριτικός γραμματισμός στο κυπριακό σχολείο: Απόψεις, πρακτικές και στάσεις εκπαιδευτικών [Critical literacy in the Greek Cypriot school: Teachers’ perceptions, practices, and attitudes]. Προσχολική και Σχολική Εκπαίδευση [Preschool and Primary Education], 1(1), 82-107. Available at

Kontovourki, S. (2012). Reading Leveled Books in Assessment-Saturated Classrooms: A Close Examination of Unmarked Processes of Assessment.Reading Research Quarterly, 47(2), 153-171.

Kontovourki, S., & Campis, C. (2010). Meaningful practice: Test preparation in a third grade public school classroom. The Reading Teacher, 64(4), 236-245.

Kontovourki, S., & Siegel, M. (2009). Discipline and play with/in a mandated literacy curriculum. Language Arts, 87(1), 30-38.

Siegel, M., Kontovourki, S., Schmier, S., & Enriquez, G. (2008). Literacy in motion: A case study of a shape-shifting kindergartener. Language Arts, 86(2), 89-98.