Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts

Abstract

Purpose This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms. Design/methodology/approach This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews. Findings Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided. Research limitations/implications This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports. Originality/value Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.