ABSTRACT
The author demonstrates how Critical Race English Education extends beyond ELA classrooms. This chapter is written as a dramatized performance. He displays the family involvement and communal component of Critical Race English Education. He contends that educators have to reconceptualize how they define parental involvement. He explains how ELA teachers must work to build bidirectional relationships with families and communities of color. The author argues that educators cannot create true and authentic justice-oriented spaces in their classrooms if we do not build with and learn from Black families and communities.
