Advocating for a post-colonial lens on American literature

This is so key; educators shy away from participating in the challenging work of social justice teaching because of fears about community or administrative pushback. This highlights for me the importance of administrative support for equity and action-focused teaching, as well as colleagues with whom to collaborate and refine ideas to ensure intentional execution.

I love how student-centered this focus is. I can imagine how empowering it was for students to translate their learning from the text to their evaluation of their own values (as well as recognize the fact that one's values and beliefs can evolve with knowledge, as Quinn's do).

What are some of the strategies she used? How does she assess her students' comfort with her and their peers?

This is a great reminder that texts can be mirrors, windows, or sliding-glass doors for our students. [https://ncte.org/blog/2016/02/windows-mirrors-sliding-doors/]