Relying on a sociocultural view of adolescence established by scholars in critical youth studies, the book focuses on classrooms from diverse contexts to explain adolescence as a construct and how this perspective of youth can encourage educators to re-envision literacy instruction and learning. Working from and looking beyond Adolescent Literacy: An NCTE Policy Research Brief, the authors explore the myth of adolescence and the possibility of a curriculum that positions youth as experts and knowledgeable advocates fully engaged in their own learning.
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