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Exhibitor portal. Now, Linda Christensen is back with a fully revised, updated version. Offering essays, teaching models, and a remarkable collection of student writing, Christensen builds on her catalog of social justice scholarship with a breathtaking set of tools and wisdom for teachers in the new millennium.

Why reading, writing, and rising up? Because after 40 years of teaching, my students still walk out the school door into a social emergency.

Students of color, immigrant students, poor students, linguistically diverse students, transgender, gay, and lesbian students remain at the center of this emergency. Learning to read and write as a political act moves students beyond sounding out words or reading lexile-appropriate texts; an engaged literacy signals a throwing off of slumber, a rising up out of a consumer-induced coma to awareness.

During my years of teaching high school, I found it necessary to teach reading and writing as liberating acts. I discovered that it was only when we stopped reading novels as ends in themselves and started examining society—from literature to cartoons to immigration laws to the politics of language—that my students engaged in learning.

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Rising up remains a constant metaphor in my teaching. Teaching students to read and write the world continues to be a political act, especially for those of us who have dropped the handcuffs of imposed curriculum and assessments.

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  • Literacy still provides a path to liberation if we teach students to read the history of the wealth gap, immigration policies, testing, school funding, unequal discipline rates based on race, and any other entrenched system. Out of that anger, I rose up. I developed a unit on the politics of language see Chapter 5 so that students in my English classes could understand the power of language to not only shape our self-concept but to limit access to power.

    I also returned to Jefferson as a co-teacher, mentor, and coach.

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    I wrote much of this new edition out of that return to my teaching home. Today, Jefferson continues to reflect national trends not only in education but also in urban landscapes chewed up by gentrification and in historic Black and Brown communities pushed out of their homes. As my city, neighborhood, and school became gentrified, I recognized a need to educate students—and myself—about the history of land theft that has stripped communities of color of wealth.

    My teaching has also changed in the nearly 20 years since this book was first published. I have continued to teach, to question, to reflect, to revise, to come to new understandings.

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    Out of this state of reflection, a new edition of Reading, Writing, and Rising Up was born. Instead, I retaught the entire unit and rewrote the original article. I discovered that the majority of new cartoons continue to project similar problems that earlier ones broadcast, but I found that my teaching strategies lacked transparency in the original edition. I made the teaching appear magical and sequential instead of messy and cyclical. Also, Jayme Causey, an amazing first-year teacher at Jefferson and my former student at Grant High School, gave me new insights into the role of men in cartoons that I had previously overlooked.

    As always, I partner social justice content with building literacy skills. In this case, Adiche and Staples become mentor texts and demonstrate how to write an essay using incidents from life as evidence. In the first edition of the book, I separated out poetry into a chapter on its own. This isolation did not mirror my teaching practice, which embeds poetry in every unit.

    In my classroom, poetry is a way of building community, discussing literature, history, and our lives, and even a formative assessment. By reorganizing poetry within chapters, I sought to mirror the way poetry actually works in my classroom.

    Other changes in the book reflect similar shifts.