Books in the Language, Culture, and Teaching Series series

Janks shows how competing orientations to critical literacy education - power, access, diversity, design - foreground one over the other. Her central argument is that these different orientations are crucially interdependent and need to work together to create new possibilities.

This text is designed for teachers of children who do not speak English as a first language. It explores the findings from a four-year case study of a Canadian high school with a large number of immigrant students from Hong Kong and describes how their teachers negotiated the issues that arose.

Offers an interrogation of critical theory developed from the author's work with young people in classrooms, neighborhoods, and institutions of power. This book weaves together the theory and practice. It begins by arguing for a broader definition of the "critical" in critical literacy.

Examines assumptions about literacy and challenges readers to question how it has been used historically both to empower and to oppress. This book focuses on African American middle and secondary students as a population that has experienced the consequences of inequality. It demonstrates general and specific applications to other populations.

Contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced by ethnic - and linguistic - 'minority' students and their teachers in joining those communities, and showcases teaching and research initiatives for helping to meet these challenges.