This bothers me a little bit. Doesn't the very idea of a "retelling" of a "classic" promote the idea that the stories of nondominant groups of learners are variations of the dominant group rather than a rich and very distinct thing all on its own?

I'd be interested to hear/see these stories. What changes do the students make. Is changing and adapting white narratives into black ones the same as creating authentic narratives that come this source?

Finding ways to give power to voice. We conduct many, many focus groups to collect student voice but, it doesn't always become powerful. We did switch texts--Fences in, Death of a Salesman out--based on exit discussions with students.

We're having this conversation now. How do we address social issues with a "policy"?

We're at it again friends. This time, as you annotate, concentrate on the moves you see--even if you can't name them--and how they work to produce an effect on you the reader.

Hey Friends, This is our next text--all three parts--annotate to your hearts' content, but don't skip the videos, and take a look at how the original articles looked.

Sample, notice how I made it public and used a tag. You can also add links to other material.

Images are good too, but only if you think they add something to our understanding of the text. Here's the first female firefighter in the NYFD.