Abstract
ABSTRACT This paper is a response to Inoue’s (2020) article, Teaching Antiracist Reading. Our focus is to contextualize his framework using a disciplinary literacy lens for reading literary text in secondary and postsecondary English Language Arts (ELA) classrooms. After briefly explaining the recommendations made by Inoue (2020) and disciplinary literacy, specifically in English Language Arts, we suggest opportunities for incorporating Inoue’s framework when reading literary text to support antiracist reading and interpretive practices. We also provide two caveats. First, interpretations must be student-led, which includes the form in which those interpretations are communicated. Second, literary theory has been rooted in racist practices, which necessitates new lenses to interpret the texts.
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