A Multiliteracies Approach to Antiracist High School English Language Arts Pedagogy

Abstract

Drawing upon the construct of multiliteracies, this chapter will explore how teachers can make discursive decisions at the classroom level to affirm students' linguistic, cultural, and racial backgrounds in the secondary English language arts (ELA) classroom. Following a multiliteracies theory of design, the chapter will consider how teachers can design ELA classroom materials that deliberately affirm and honor the voices of all students, even when they are not supported by anti-CRT public discourse. The author uses a case study to explore how the author intentionally created student-affirming materials and facilitated meaningful discussion while also navigating institutional challenges such as high-stakes testing, learning during COVID-19, administrative upheaval, and anti-CRT state politics as an urban high school ELA teacher.