Rereading the Multicultural Reader: Toward More “Infectious” Practices in Multicultural Composition

After summarizing typical criticisms of multicultural composition readers, the author draws on work in “New Literacy Studies” to point toward composition pedagogies that encourage multicultural interactions beyond selections in assigned readers The author suggests that what is ultimately needed is a productive critical frame not only for refining critical assessments of multicultural readers, but also for opening composition to “transcultural” understandings.