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2018
Volume 83, Issue 2
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

This article discusses children’s experiences with a literacy project intended to celebrate the cultures represented in a highly diverse fourth/fifth grade urban elementary classroom. However, when other children questioned the claimed identities of three biracial children, the project was transformed from a rather straightforward attempt to acknowledge and honor diversity into a critical literacy project in which children grappled with the complexities of race and what it means to claim membership in racial categories.

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/content/journals/10.58680/la20054448
2005-11-01
2024-07-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/la20054448
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  • Article Type: Research Article
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