ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book demonstrates that much more can and should be done to create meaningful connections between parents and the program. It provides a reminder that young people's families are key contexts for them to engage with language as a social, cultural, political, and affective site. The book highlights the skilled interactional and affective work that both students and educators perform in moments of disagreement and disalignment. It offers a valuable perspective on the School Kids Investigating Language in Life and Society program's goal of advancing educational justice. The book shows that personal narrative is a vital resource for racialized youth in the social justice classroom, functioning as testimonio that lays claim to the narrator's right to make their own meaning.
