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ABSTRACT The author poses racialized questions and issues about the science of reading to address and disrupt implicit and overt racist practices in producing and disseminating knowledge. Roles, complexities, nuances, and challenges related to racial identity, special education lenses, and motivation are explored to reimagine how we conceptualize, construct, and build knowledge about the science of reading. Drawing from critical theories in education, the multicultural education movement, and a developing conceptual framework that the author calls disruptive movement to advance a racial justice agenda in the science of reading, the author questions who builds knowledge, what counts as knowledge, and why knowledge is constructed in the science of reading.
H. Richard Milner (Tue,) studied this question.