Presents reflections of six teacher-researchers who participated in the Center for the Study of Writing and Literacy's M-CLASS, a project that focuses on understanding literacy in multicultural urban English and social studies classrooms. Notes that one issue the group raised is that teacher research often leads to teacher change. (PA)

Argues that too little attention to the history of learning and literacy among African Americans has led to the perpetuation of distortions and misconceptions about their value in the Black community. Misunderstanding of Black children's educational problems is a consequence of ignoring historical evidence and the effects of caste membership. (AF)