Rowman & Littlefield Publishers
Pages: 168
•
Trim: 6½ x 9⅜
978-1-4758-3660-8 • Hardback • March 2018 • $94.00 • (£72.00)
978-1-4758-3661-5 • Paperback • March 2018 • $48.00 • (£37.00)
978-1-4758-3662-2 • eBook • March 2018 • $45.50 • (£35.00)
Mara Lee Grayson, PhD, has been teaching and researching the racial literacy curriculum in undergraduate composition studies and graduate-level teacher education for the past five years. She currently teaches in the English department at Pace University. Learn more at maragrayson.com.
Acknowledgments
Introduction
Chapter 1: Racial Literacy and the College Composition Classroom
Chapter 2: Prepare, Plan, and Provide: Developing Curricula within the Racial Literacy Framework
Chapter 3: Reading, Writing and Multimodality: Text Selection in the Racial Literacy Curriculum
Chapter 4: Narrative Song Lyrics: A Text-Based Approach to Racial Literacy
Chapter 5: Emotion is Everything: Feeling and Experience in the Racial Literacy Classroom
Chapter 6: Personal Writing and Positionality: How We Know What We Know
Chapter 7: Controversial Conversations: What We (Don’t) Say
Chapter 8: Racial Literacy as Civic Engagement: Writing Beyond the Classroom
Chapter 9: Special Considerations for Secondary English Education
Afterword
References and Additional Resources for Instructors and Students
About the Author
Index
Mara Lee Grayson’s beautifully written book is sure to be powerfully influential. This book shows college composition instructors how to enliven and deepen the intellectual character of writing classes while transforming such classes into inspiring sites for advancing social justice.
— Sheridan Blau, Teachers College, Columbia University; UC Santa Barbara (emeritus)
Teaching Racial Literacy: Reflective Practices for Critical Writing offers a courageous vision for the possibilities of the contemporary composition classroom. Grayson inspires teachers of college English to develop courses that draw upon students’ interests, popular texts, and authentic dialogue to develop academic, civic, and racial literacies. If we want the discipline to remain vibrant and relevant on today’s multicultural campuses, and if we desire that English not only foster strong readers and writers, but informed and compassionate participants in the global community, we’ll need to heed the advice offered in this book.
— Ernest Morrell, Coyle professor, Department of English, University of Notre Dame