ABSTRACT
This chapter explores the complexities and challenges of doing so within educational settings not always ideally suited for some kinds of inquiries and within the broader social context in which young people navigate a range of discourses about what it means to be an American, a reader, and a member of the global community. It talks about four teachers in the inquiry group and the time spent in their classrooms. The four teachers shared four principles related to teaching and learning with global texts: choosing meaningful, substantive texts to connect, captivate, and challenge, grappling with multiple perspectives, cultivating classrooms as communities of inquiry and reading within and beyond the "Four Corners" of the text. The chapter also explores that text selection was certainly key and cannot be underestimated, yet the texts worked in tandem with the creation of educational spaces that welcomed multiple perspectives, valued a spirit of inquiry, and nurtured responsive and relational readings of the world.
