Assumptions based on racial, class, and ethnic identities can undermine our best intentions as teachers, administrators, and scholars. The misguided strategy of colorblindness and the continuing racial segregation of American cities and schools leave teachers and students with little experience for addressing the touchy subject of racial identity in the classroom. This collection, pertinent for teacher preparation, undergraduate and graduate seminars, and reading discussion groups, focuses on new and experienced teachers who confront myths, who negotiate their own identities as well as identity politics in the classroom, and who design new projects, use new tools, and apply new practices. The chapters highlight the need to change how teachers respond to student work, manage classroom interactions, form collaborative partnerships, construct service-learning projects, and conduct research. Introduction Social Change in Routine Practices 1(22) Nancy G. Barron Nancy M. Grimm Sibylle Gruber Section I Challenging the Myths: Minding the Theory/Practice Gap Reclaiming Hope: A Process Analysis of a Graduate Seminar Stalled on a Racial Dynamic 23(20) Nancy M. Grimm Jill Arola Whose Knowledge? How Race, Class, Religion, and Gender Intersect and Interfere with ``Our'' Intellectual Community 43(12) Helle Rytkønen Digitized Identities, Real People, and the Need for New Keys: Reflections on Teaching, Learning, and Knowing 55(18) Nancy G. Barron Noticing Disagreement: A Question-Based Approach to Reflecting on How Literacy Practices Shape Identities 73(14) Kathryn Valentine Section II Building Project Identities Layering Experiences, Creating Points of Contact: An Autoethnographic Inquiry into Critically Reflective Teaching Narratives 87(16) Amy Suzanne Johnson Teaching within History's Reach: Teacher Positionality, Student Identity, and Revised Classroom Practices 103(22) Sibylle Gruber ``I don't want to hurt anyone's feelings'': Using Race as a Writing Prompt in a Composition Classroom 125(16) Dianna Rockwell Shank The Compositionist as ``Other'': A Critical Self-Reflection of an Instructor of Color in an Urban Service-Learning Classroom 141(20) Karen Keaton Jackson Section III Designing Project Tools, Processes, and Practices Forging New Identities: A Journey of Collaboration between Native- and Nonnative-English-Speaking Educators 161(22) John Liang Sydney Rice Literacy Myths, Literacy Identities: The Writing Center Regulates Institutional Constructions of Racial Identity 183(18) Sarah Innes The Cultural Ecology of Race and Technology 201(30) Cynthia L. Selfe Gail E. Hawisher Nichole Brown Changing Realities: A New Paradigm for the Multicultural University 231(20) Karen Leong Shelley Ruelas Duane Roen Afterword Social Change in Diverse Teaching Contexts: Touchy Subjects and Routine Practices 251(16) Helen Fox About the Editors 267(2) About the Contributors 269(4) Index 273