Much has been written about the failure of White American public school teachers to effectively teach low-income children of color to read and write. Scholars have offered numerous explanations for this failure, including the reluctance of teacher preparation programs to address cultural competence and the lack of cultural diversity among teacher educators. In response to reported failures such as high attrition rates of novice teachers and low test scores, American public schools are being subjected to increased standardization of the curriculum and high stakes testing. This book provides rich illustrations of White early literacy teachers who choose to remain in low-income school communities, where they effectively and passionately embrace their students, families, and communities. Blending the teachers successful practices, shown in in-depth interviews excavating their identities and life experiences, with theoretical frameworks about teaching and learning,Early Childhood Literacy Teachers in High Poverty Schools: A Study of Boundary Crossing discusses the responsibility of public educators to cross geographical, economic, and political divisions on behalf of their students, and offers strategies for teacher educators to equip future teachers for these tasks.

Melissa Landa is assistant clinical professor in the Department of Teaching and Learning, Policy, and Leadership at the University of Maryland.

CONTENTS
CHAPTER ONE: Choices: The Roots of Action
Gardens and Deserts: Rich and Poor
Behind the Garden Gate: When a Teacher Humiliates
Opening the Garden Gate: When Teachers Inspire
Stepping Through the Gate: Crossing the Economic Divide
Guided By Teachers Voices
Walking Through The Chapters
CHAPTER TWO: The Meaning Behind the Teaching Voices in the Classroom
Nkosi Sikele iAfrikaWhen Protest Hymn Becomes National Anthem: Teaching as a Political Act
Whose Voices Do We Hear?
Childrens Cultural and Literary Lives: Variations on a Theme
Courageous Singing of The Words and of the World: Critical Literacy
Hearing Every Voice: Student Teacher Trust
When Preconceptions Meet Pedagogy: Deficit Thinking
Voices That Sing Above the Noise: Transformative Teachers
CHAPTER THREE: Weaving a Tapestry of Human Identity
Connecting the Strands
Seamless Gathering
The Call to Teach: The Threads of Passion
Identities: Single Threads or Embroidered Designs
Should Color be Primary?
When Colors Clash
Weaving a New Cloth
CHAPTER FOUR: Stepping Over Boundaries
Teachers Crossing Borders
Collaborating with Allies Beyond Classroom Boundaries
Community Gatherings Within Classroom Boundaries
Neighborhood Divisions
Hidden Pockets of Poverty
Beyond the Boundaries
Invitations From Across the Border
Crossing the Boundary of Traditional Curriculum
Seeking Ways to Celebrate
Imagination as their Guide
Honoring Every Sojourner
Journey Toward Justice
Connecting Separate Worlds
Building Bridges
Scaffolds
Breaking Barriers and Standing Strong
Knocking Down Walls
Following the Equity Trail
CHAPTER FIVE: Following The Equity Trail: A Kaleidoscope Of Learning
Bringing it all into Focus
Pieces of the Picture
Pieces of Identity
Magnificent Mosaics
Colorful Pasts
Capturing an Image
Forming New Constellations
Creating Literary Configurations
Choosing our Patterns of Teaching
Giving Shape to Invisible Borders
Imagining Future Pieces
A Final Focus
REFERENCES
ABOUT THE AUTHOR