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008			230720b |||||||| |||| 00| 0 eng d
100			_aCroom, Marcus _956081
245			_aMeet Me at the Corner: _bThe Intersection of Literacy Instruction and Race for Urban Education/
260			_bSage _c2020.
300			_aVol 55, Issue 2, 2020( 267–298 p.)
520			_aThis article focuses on some languaging that occurred during a race event within a literacy lesson involving a racially White, female adult and a racially Black, male child. I analyze an excerpt from this race event, illustrating an approach to race analysis which might be useful to the field of urban education. I ask, “What is the racial significance of this teacher’s language during literacy instruction?” In other words, I am pursuing what a practice theory of race might allow us to know when this alternative account of race is used to examine an observed episode of teaching. Accordingly, I introduce practice of race theory (PRT) and report my race critical discourse analysis of one teacher’s observed instructional language. Findings are relevant to literacy instruction, and future literacy research is recommended, especially in urban education.
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085918805807
942			_2ddc _cEJR
999			_c13897 _d13897