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Reading teachers and teacher educators are the latest to blame in public discourse for reading failure in the United States. In March 2019, Pearson Education released the draft of the Science of Teaching Reading Examination Framework for Texas, and the state’s teachers and teacher educators were called on to revise courses and programs in alignment. In this article, the authors provide an overview of the narratives drawn on to position teachers and teacher educators as struggling and the partiality of these narratives from our perspective as both professionally responsible and anti-racist educators. The authors present three counterstories that exhibit how teachers and teacher educators are exceeding the expectations of the framework by foregrounding more complex, social justice–focused perspectives on readers and reading. The authors argue for the inclusion of professionals using antioppressive and contextualized professional knowledge and practices to move the field forward.

Guided by the research question \"How are the diverse issues of race/ethnicity represented in the NBA?,\" this descriptive content analysis examines the representations of author gender, author race/ethnicity, protagonist race/ethnicity, protagonist socioeconomic status, and genre of the 100 National Book Award finalists and 20 winners from 1996 to 2015. The dataset indicated that there are problematic representations of race/ethnicity, and the National Book award is not as diverse as we have expected. Of the 23 culturally relevant texts in the National Book Award, only 5 are winners. The results of this study show that using only award lists to guide teachers' book selections is problematic.