Rethinking Schools published Linda Christensen’s Reading, Writing, and Rising Up in 2000. The original book, Linda says, was based on her first 20 years in the classroom at Jefferson High School in Portland, Oregon. Since then, Linda’s work has been recognized as an essential resource for integrating social justice into language arts classrooms. She followed the first edition of Reading, Writing, and Rising Up with Teaching for Joy and Justice: Re-imagining the Language Arts Classroom and Rhythm and Resistance: Teaching Poetry for Social Justice, which built on her work of engaging students with writing by integrating their lives into the classroom.
The second edition of Reading, Writing, and Rising Up captures her imperative of bringing students’ lives into the classroom not just to build literacy skills, but to help students uncover the roots of inequality and meet real and imagined people and movements who have worked for change.
It’s been almost 20 years since the original Reading, Writing, and Rising Up arrived. Linda has spent several years — in between her work as director of the Oregon Writing Project and working with teachers locally and throughout the country — rewriting, revising, and reteaching the lessons in Reading, Writing, and Rising Up.
The new volume is fully revised and features new sections, updated lesson plans, and exemplary student work. The book is a gift to a new generation of students and teachers. We sat down with Linda to talk about what readers can expect.
Rethinking Schools: What was the process of revising and putting together the second edition of Reading, Writing, and Rising Up?
Linda Christensen: I had a whole new body of material that I had been working on since the original Reading, Writing, and Rising Up came out, and a few people thought that some of the articles in Reading, Writing, and Rising Up (particularly the cartoon unit “Unlearning the Myths that Bind Us”) were dated.
That led me to think about whether I wanted to write a new book or if I wanted to update Reading, Writing, and Rising Up. I thought about it a lot, and there were so many teaching pieces in Reading, Writing, and Rising Up that I still used and that still resonated with other educators, so I decided to do a full revision of the book rather than creating a new book.
I talked to a number of teachers and professors who use the book and asked them what pieces they thought remained current and what pieces they thought needed to be revised. Then I went back through and looked at each of the articles. My production editor, Kjerstin Johnson, also examined the book for places that were dated. Then I retaught almost every lesson to see how they worked today, whether they were still relevant, and what needed to be changed.
You said you retaught many of the pieces. What role did the classroom play in the second edition?
The classroom is my source of inspiration. Out of the classroom I can create curriculum, but I need to observe students, listen to their class talk, and read their pieces to determine whether the lessons land or fall with students. I needed to see how lessons resonated with students today versus students 20 years ago. I keep returning to the classroom because it’s where I find my joy. I can’t think about teaching in isolation, away from classrooms.