ABSTRACT
This chapter makes a case for how racial, ethnic, and cultural (REC) identity develops in the middle grades and why engaging with questions of REC identity is critical in the literacy classroom. It begins by providing a brief overview on race and how race connects to coloniality. Specifically, it examines how three dimensions—the coloniality of being, the coloniality of power, and the coloniality of knowledge—shape how we see race. The chapter then moves to explore why examining race with middle schoolers is important, what the stages of REC development look like for both BIPOC and white youth, and how their REC might impact their actions in the classroom. It then examines racial literacy and its role in decolonizing practices. It includes a list of key terms to define when teaching about racial literacy. The chapter ends with questions to reflect upon when planning for a racial literate practice, as well as resources to continue to learn more about racial literacy.
