ABSTRACT
According to Arthur Noble Applebee, there has long been a need to "develop new ways to talk about curriculum [by] moving away from formulations of curriculum that inadvertently reinforce an emphasis on content knowledge rather than the ways of knowing and doing". This chapter discusses larger ideas that undergird Applebee's notion of curriculum, conversation, knowing, and doing. It discusses how his contributions might look if assessors connect them to adolescents' out-of-school literacies. The chapter suggests how literacy teacher education can develop curriculum attentive to adolescents' out-of-school literacies and habits of knowing and doing that aligns with community literacy engagements. The significance of turning gaze onto out-of-school literacies speaks to the need to reshape conversations about adolescent learners, especially Black youth. The chapter discusses the out-of-school literacies of four Black adolescents: first, Phillip and Khaleeq, who the author met at Harlem High School, a public, urban, open admissions school in US Northeast that served 550 students in 9th through 12th grades.
