ABSTRACT

Knowledge and practice refuse to be disconnected from contexts. They always already occupy historical spaces both cultural and personal. Those spaces intersect with lines of inquiry. This essay takes place in the United States in 2020, the fall of the presidential elections, a year marked by Black Lives Matter protests, and the rise of white supremacists. It intersects with the education of its authors while reaching into their thinking about the second year of a five-year continuous improvement project with 14 middle and high schools to address literacy with Black and Latino students and students experiencing poverty in a large southern urban school district in States. The thread that ties together the observations, associations, and examples has to do with the ways in which action or praxis in literacy can change teachers’ and students’ beliefs and expectations.

摘要

知识和实践拒绝与环境脱节。他们始终已经占据了文化和个人的历史空间。这些空间与询问线相交。本文发表于2020年的美国，总统选举的秋天，这一年以“黑人生活问题”抗议活动为标志，白人至上主义者上升。它与作者的教育相交，同时思考他们对14个中学和高中的五年持续改进项目第二年的思考，以解决黑人和拉丁裔学生以及南部城市大型学区贫困学生的读写能力在国家。将观察，关联，