Examining the sociocultural hierarchies implicit in the ways in which texts are positioned in and out of classrooms may significantly broaden our ability to ask questions about texts and power—the heart of the English education mission “to envision a more democratic and just society” (Alsup, Emig, Pradl, Tremmel, & Yagelski, 2006, p. 281). To ignore these positions risks a significant silence regarding the ways in which texts live in and shape the world.
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Brauer et al. (2008) studied this question.
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