Amanda VandeHei-Carter is associate professor of literacy in the school of education at Nevada State College.Nayelee Villanueva is professor of writing and rhetoric in the department of English at the College of Southern Nevada.Christine Clark is professor and senior scholar for multicultural education, and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas.

• Introductionby Amanda VandeHei-Carter, Nayelee Villanueva, and Christine ClarkPart I: Literacy and Language Arts Education in the CommunityChapter 1: Understanding Water as Social, Political, and Natural: An Example of Transformative Multicultural Literacy Teaching and Learningby Jeannette Driscoll Alarcón, Benjamin Francisco, Dara Nix-Stevenson, and Laura Shelton Chapter 2: Curation as a Literacy Practice: Bringing a Critical Lens to Traditional Field Trip Spacesby Amy Tondreau and Laurie Rabinowitz Chapter 3: Place-Based Literacies for a Multicultural World: A Framework for Literacy and Language Arts Curriculum Transformation in Rural Communitiesby Vicki Sherbert, Eileen Montalvo Wertzberger, and Ernestina WiafePart II: Literacy and Language Arts Education in the Classroom Chapter 4: The Question Matters Most: Using Student-Generated Inquiry Questions to Promote Student Agency and Curiosity in Texts in Classes of Diverse Learnersby Merida Lang and Molly ShermanChapter 5: Using Text Sets to Support the Development of Biliteracy in “English-only” Elementary Classroomsby Rhianna Henry, Aja E. LaDuke, and Alexandra Porrata Chapter 6: Backwards Design and Reading Complexity Circles by Kristen R. StromChapter 7: Toward a Critical Translanguaging Pedagogy: An AsianCrit Perspectiveby Sharon Chang and Yaojia QuChapter 8: Creating Culturally Relevant Classroom Libraries Using Children’s Voicesby Socorro García-AlvaradoPart III: Literacy and Language Arts Education and Sense of Belonging Chapter 9: Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education by Alisun Thompson and Judith A. ScottChapter 10: Inviting Decolonizing Analysis through Primary Sources: Constructing an Ethnic Studies Unit for Language Learners on the History of Segregation in California Schoolsby Tricia Gallagher-GeurtsenChapter 11: “My Heaviest Verse’ll Move a Mountain:” Hip Hop-Based Writing Instruction in the High School English Language Arts Classroomby Melody Andrews and Brittany GoldsbyChapter 12: Transformative Assessment: Ungrading by Nayelee Villanueva, Christine Beaudry, and Amanda VandeHei-Carter Coda by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark

This collection presents goals to engage, interest, and equip teachers and learners with concrete subject and grade-level examples, ideally to transform multicultural curriculum in literacy and language arts education for Pre-K–12 and teacher training. The ideas presented here are especially critical for achievement among historically marginalized minority students…. Recommended. Advanced undergraduates, graduate students, and professionals.

Amanda VandeHei-Carter is associate professor of literacy in the school of education at Nevada State College.Nayelee Villanueva is professor of writing and rhetoric in the department of English at the College of Southern Nevada.Christine Clark is professor and senior scholar for multicultural education, and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas.

• Introductionby Amanda VandeHei-Carter, Nayelee Villanueva, and Christine ClarkPart I: Literacy and Language Arts Education in the CommunityChapter 1: Understanding Water as Social, Political, and Natural: An Example of Transformative Multicultural Literacy Teaching and Learningby Jeannette Driscoll Alarcón, Benjamin Francisco, Dara Nix-Stevenson, and Laura Shelton Chapter 2: Curation as a Literacy Practice: Bringing a Critical Lens to Traditional Field Trip Spacesby Amy Tondreau and Laurie Rabinowitz Chapter 3: Place-Based Literacies for a Multicultural World: A Framework for Literacy and Language Arts Curriculum Transformation in Rural Communitiesby Vicki Sherbert, Eileen Montalvo Wertzberger, and Ernestina WiafePart II: Literacy and Language Arts Education in the Classroom Chapter 4: The Question Matters Most: Using Student-Generated Inquiry Questions to Promote Student Agency and Curiosity in Texts in Classes of Diverse Learnersby Merida Lang and Molly ShermanChapter 5: Using Text Sets to Support the Development of Biliteracy in “English-only” Elementary Classroomsby Rhianna Henry, Aja E. LaDuke, and Alexandra Porrata Chapter 6: Backwards Design and Reading Complexity Circles by Kristen R. StromChapter 7: Toward a Critical Translanguaging Pedagogy: An AsianCrit Perspectiveby Sharon Chang and Yaojia QuChapter 8: Creating Culturally Relevant Classroom Libraries Using Children’s Voicesby Socorro García-AlvaradoPart III: Literacy and Language Arts Education and Sense of Belonging Chapter 9: Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education by Alisun Thompson and Judith A. ScottChapter 10: Inviting Decolonizing Analysis through Primary Sources: Constructing an Ethnic Studies Unit for Language Learners on the History of Segregation in California Schoolsby Tricia Gallagher-GeurtsenChapter 11: “My Heaviest Verse’ll Move a Mountain:” Hip Hop-Based Writing Instruction in the High School English Language Arts Classroomby Melody Andrews and Brittany GoldsbyChapter 12: Transformative Assessment: Ungrading by Nayelee Villanueva, Christine Beaudry, and Amanda VandeHei-Carter Coda by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark

This collection presents goals to engage, interest, and equip teachers and learners with concrete subject and grade-level examples, ideally to transform multicultural curriculum in literacy and language arts education for Pre-K–12 and teacher training. The ideas presented here are especially critical for achievement among historically marginalized minority students…. Recommended. Advanced undergraduates, graduate students, and professionals.

Amanda VandeHei-Carter is associate professor of literacy in the school of education at Nevada State College.Nayelee Villanueva is professor of writing and rhetoric in the department of English at the College of Southern Nevada.Christine Clark is professor and senior scholar for multicultural education, and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas.

• Introductionby Amanda VandeHei-Carter, Nayelee Villanueva, and Christine ClarkPart I: Literacy and Language Arts Education in the CommunityChapter 1: Understanding Water as Social, Political, and Natural: An Example of Transformative Multicultural Literacy Teaching and Learningby Jeannette Driscoll Alarcón, Benjamin Francisco, Dara Nix-Stevenson, and Laura Shelton Chapter 2: Curation as a Literacy Practice: Bringing a Critical Lens to Traditional Field Trip Spacesby Amy Tondreau and Laurie Rabinowitz Chapter 3: Place-Based Literacies for a Multicultural World: A Framework for Literacy and Language Arts Curriculum Transformation in Rural Communitiesby Vicki Sherbert, Eileen Montalvo Wertzberger, and Ernestina WiafePart II: Literacy and Language Arts Education in the Classroom Chapter 4: The Question Matters Most: Using Student-Generated Inquiry Questions to Promote Student Agency and Curiosity in Texts in Classes of Diverse Learnersby Merida Lang and Molly ShermanChapter 5: Using Text Sets to Support the Development of Biliteracy in “English-only” Elementary Classroomsby Rhianna Henry, Aja E. LaDuke, and Alexandra Porrata Chapter 6: Backwards Design and Reading Complexity Circles by Kristen R. StromChapter 7: Toward a Critical Translanguaging Pedagogy: An AsianCrit Perspectiveby Sharon Chang and Yaojia QuChapter 8: Creating Culturally Relevant Classroom Libraries Using Children’s Voicesby Socorro García-AlvaradoPart III: Literacy and Language Arts Education and Sense of Belonging Chapter 9: Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education by Alisun Thompson and Judith A. ScottChapter 10: Inviting Decolonizing Analysis through Primary Sources: Constructing an Ethnic Studies Unit for Language Learners on the History of Segregation in California Schoolsby Tricia Gallagher-GeurtsenChapter 11: “My Heaviest Verse’ll Move a Mountain:” Hip Hop-Based Writing Instruction in the High School English Language Arts Classroomby Melody Andrews and Brittany GoldsbyChapter 12: Transformative Assessment: Ungrading by Nayelee Villanueva, Christine Beaudry, and Amanda VandeHei-Carter Coda by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark

This collection presents goals to engage, interest, and equip teachers and learners with concrete subject and grade-level examples, ideally to transform multicultural curriculum in literacy and language arts education for Pre-K–12 and teacher training. The ideas presented here are especially critical for achievement among historically marginalized minority students…. Recommended. Advanced undergraduates, graduate students, and professionals.