world
around
them.
Students
in
these
low-‐level
tracks
rarely
learn
enough
to
move
into
more
rigorous
classes
(Oakes
&
Lipton,
2003).
Our
seemingly
logical
response
to
the
needs
of
struggling/striving
readers
is
ineffective.
But
we
can
reconceptualize
those
content
area
strategies
we
use
to
purposely
integrate
students’
prior
knowledge,
cultures,
motivation,
and
liberatory
educational
practices
to
develop
knowledgeable,
critical,
successful
students.
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