Language, Literacy, and Power in Schooling brings critical ethnographic perspectives to bear on language, literacy, and power in culturally and linguistically diverse contexts, showing how literacy and schooling are negotiated by children and adul

Contents: Preface. T.L. McCarty, Introduction: The Continuing Power of the "Great Divide." Part I: "Taking Hold" of Local Literacies.E. Rockwell, Indigenous Accounts of Dealing With Writing. S. Nicholas, Negotiating for the Hopi Way of Life Through Literacy and Schooling. T.L. McCarty, The Power Within: Indigenous Literacies and Teacher Empowerment. P. Gilmore, D.M. Smith, Seizing Academic Power: Indigenous Subaltern Voices, Metaliteracy, and Counternarratives in Higher Education. R. Whitman, Julia's "Story" of Schooling: A Borderlands Account. R.P. McDermott, Commentary on Part I: "...An Entry Into Further Language": Contra Mystification by Language Hierarchies. Part II: Literacy Practices in Diverse Classroom Contexts.G. Ladson-Billings, Reading, Writing, and Race: Literacy Practices of Teachers in Diverse Classrooms. N.H. Hornberger, Student Voice and the Media of Biliteracy in Bi(multi)lingual/Multicultural Classrooms. J.T. Remillard, M. Cahnmann, Researching Mathematics Teaching in Bilingual-Bicultural Classrooms. A. Candela, Local Power Construction in a School of Socially Marginalized Students. L.C. Moll, Commentary on Part II: Language and a Changing Social Context. Part III: Literacies and Knowledges in a Changing World Order.J.P. Gee, Literacies, Schools, and Kinds of People in the New Capitalism. C. Ullman, Globalization on the Border: Reimagining Economies, Identities, and Schooling in El Paso. C.L. Cain, (Re)writing Inequality: Language of Crisis Implications in California Education Reform. J. Cummins, Commentary on Part III: Can Schools Effectively Challenge Coercive Power Relations in the Wider Society? T.L. McCarty, Afterword: Reclaiming Critical Literacies.