Furthermore, another view of literacy is that of 'critical literacy' that is informed by the work of Paulo Freire (1972), who conceptualizes literacy not as reading the word but as 'reading the world'. This advocates the emphasis of the empowering role that literacy can and should play in reshaping the way in which one lives and works. Wallace (2001) explains that the 'empowering potential of literacy' is articulated in difference ways to encourage new literates to use literacy as a means for educational change and for the literate person to reflect on what is wrong in their world and use the enabling power of literacy to change that world.Furthermore, Wallace views this potential as a means to reshape approaches to English language teaching, not just for first language learners, but for the majority of users of English who are second language English speakers. She proposes that the variety of labels given to English in its worldwide role be replaced by what she calls 'literate English', one with which it is not a reduced or simplified model of English which restricts communication to basic patterns of interaction, but a 'global English' that should be elaborated to serve global needs. Luke and Carrington (2002) discuss this further with the notion of 'literacy as cultural capital' by suggesting how to construct a literacy education that addresses new economic and cultural formations providing our students with the ability to think critically and globally in a world that, increasingly, will require a politically and socially active citizen (NOTE, 2007).