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


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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  • Article Type: Research Article
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