ABSTRACT
Although all of the chapters in this book described teacher researchers’ focusing on their own inquiry questions to develop literacy-curriculum genres that would foster their urban students’ learning, several common threads emerged from all of these accounts. This chapter covers three major themes. First, it revisits New Literacy ideas as they were enacted in the studies. Second, it addresses, again, how changing the teacher-student power relationships to privilege both teacher and student voices in curriculum genres transforms the talk-it becomes a collaborative, dialogic discourse to support students’ learning in powerful ways. Finally, it discusses the political significance of collaborative discourse in urban schools.
