ABSTRACT
Using the children's concerns about their neighborhood, the teacher engaged her class in a critical literacy project that not only involved a complex set of literate practices but also taught the children about power and the possibilities for local civic action. The unit reflects ‘literacy’ as a broader set of cultural practices, besides the traditional language arts. I invite the reader to notice the rich inter-disciplinary dimensions of the unit. Like Marg's second and third graders, can you imagine your students also engaging in the civic life of their community? As you read, perhaps take notes on connections you can make between Marg's teaching and the CCS, before you read those that I identify at chapter's end.
