ABSTRACT
This chapter presents an analytical examination of prevailing principles, practices, and pedagogies in middle grades literacy education using key ideas drawn from Critical Race Theory (CRT) to frame points of discussion, inquiry, and critique. In a connection between theory and practice, this chapter includes a point-by-point consideration of common extant framings of literacies and literacy pedagogies for the middle grades with evaluations and instructional considerations through a CRT lens. The chapter concludes with a principled call to action, constructing and amplifying the need for extended critical conversations regarding middle grades literacy curricula, practices, and pedagogies with a lens toward instructional equity.
