Featuring contributions from a stellar group of teachers and researchers, this volume opens new territory on a critical but rarely addressed topic—the intersection of race with literacy research and practice. Grounded in classroom experiences, this insightful volume:




Shows how race is constructed through literacy instruction and how adopting a “colorblind” stance serves to maintain a system of racism that is pervasive in and out of schools.
Develops authentic knowledge of teaching and learning practices to insure that student and teacher voices are heard.
Considers the ethics of research agendas and the consequences of their findings, discussing the importance of research in addressing issues of racial inequality in school literacy achievement.
Details the value of the research process itself, coming to terms with the researcher’s aims, audiences, and his or her responsibilities as a potential agent of change.

Series edited by: Celia Genishi, Dorothy S. Strickland, Donna E. Alvermann