A problematic legacy: diversity in American reading textbooks Available to Purchase

Catherine Compton-Lilly is the John C. Hungerpiller Professor at the University of South Carolina. As a professor in the College of Education, Dr Compton-Lilly teaches courses in literacy studies and works with local educators. In her work, she follows eight of her former first grade students through high school. In a current study, now in its tenth year, she is exploring the longitudinal school experiences of children from immigrant families. Dr Compton-Lilly has authored several books and many articles in major educational literacy journals including the Reading Research Quarterly, Research in the Teaching of English, Written Communication and the Journal of Literacy Research.

Shuning Liu is an Assistant Professor in curriculum studies at Ball State University and an author of the upcoming book Neoliberalism, Globalization, and ‘Elite’ Education in China: Becoming International (New York: Routledge). She received her PhD from the University of Wisconsin, Madison. Her primary research interests are in the areas of curriculum theory, critical curriculum studies, educational policy, globalization and education, comparative and international education and qualitative inquiry. Her work has been published in journals such as Educational Policy and Curriculum Inquiry. Her current research projects involve the role of international education in the formation of social elites.

Maria Padrós Cuxart is a Lecturer at the University of Barcelona and researcher at Community of Research on Excellence for All. Her research is focused on the overcoming of inequalities through education and community involvement, with special attention to migrant and Roma students. She has participated actively for more than 15 years in the network of Schools as Learning Communities, now implemented in eight countries worldwide. Learning Communities draw on dialogic learning and increase both the learning outcomes and the social cohesion. She has also led one of the areas of the SOLIDUS project funded by the European Commission’s Horizon 2020 program, on solidarity in Europe. Dr Padrós has published her work in journals such as Teachers College Record, European Journal of Education and Qualitative Inquiry.

Lindsay Pettit is a PhD student in curriculum and instruction at the University of Wisconsin-Madison. Her areas of research include language and culture learning, educational technology, learner autonomy and professional development. She has been involved in the teaching and learning of many languages and cultures across all levels, K-16. Lindsay has authored several websites that encompass these areas, providing interactive learning of language and culture to users, both teachers and students. She will be focusing her current dissertation on these topics as she continues to build websites and explore new languages and cultures.

Yanli Timm is the PhD candidate in the University of Wisconsin (UW) Madison. She currently teaches world language education methods courses for the teacher certification program and works as a student teacher supervisor in both world language education program and middle childhood through early adolescence-ESL program at UW Madison. She was a public-school classroom teacher in both China and USA for nine years. During the years of teaching, she was also a vice principal in China for five years. Her current research topic is the comparison of bilingual education in a low-income minority community and a middle and upper middle-class community in the USA.