Black disabled and Deaf artists have always existed. They were on street corners down South singing the Blues, spray-painting on New York subways, and bringing sign language to the big screen. Today, young Black disabled artists are finding their own way to the stage and studio. As a Black disabled youth in the 1970s and 1980s, I wished that there was a book like the one you are holding now. No more wishing—the book is here!
Xóchitl Justice Press creates diverse and educationally sound, non-fiction children’s books to support the intellectual, affective, aesthetic, and social development of the whole child. Our press promotes a just and equitable society through publishing, community partnerships, education, and research.
Publishing. We work with authors to write and present books that are non-fiction, represent non- dominant cultures and narratives, are educationally sound, and appropriate to young children (birth through first grade). Access to such texts allows readers to see lives that are familiar to them, to re-imagine future possibilities, and to acquire language and literacy skills.
Community Partnerships. We partner with communities to foster the love of reading and writing, effective teaching in urban schools, to harness community members’ assets, and to reflect on, and refine the pedagogical relevance of our books.
Education. We provide teachers with the opportunities to apply their knowledge and skills related to the teaching of reading and writing in the context of urban education. In addition, we provide opportunities for second- through eighth-grade authors to write non-fiction books for younger children.
Research. Through our research, we contribute to deeper understandings of reading identity, reading engagement, and the teaching and learning of literacy in a diverse society.
Nicola McClung , Ph.D., Assistant Professor, Learning and Instruction, University of San Francisco, was a teacher in San Francisco public schools for eight years prior to receiving her doctorate at the University of California, Berkeley. Her work focuses on illuminating various factors in the environment that mitigate or exacerbate reading difficulties. She is particularly interested in challenging the pervasive view in education that learning difficulties are caused by "problems in children" and, instead, advocates addressing the issue of instructional opportunity.
Arturo Cortéz, Adjunct Professor, Teacher Education, University of San Francisco, is a doctoral candidate in Policy, Evaluation, Measurement, and Evaluation at the University of California, Berkeley. His research interests broadly explore the connections between educational policies and their impact on teacher-student relationships. His current work is an examination of how students’ perceptions of teaching and learning can be leveraged to inform teacher practice. Before coming to USF, Arturo was an educator for several years in Bay Area and New York City public schools. He is also interested in translating theory into practice, especially in his work with pre-service teachers. He is currently Senior Editor at the Berkeley Review of Education.
Diana Arya, University of California, Santa Barbara
Miriam Desmukes, Prince Hall Computer Learning Center
Leah Elamin, Designer
José Ramón Lizárraga, University of California, Berkeley
Helen Maniates, University of San Francisco
Andy Maul, University of California, Santa Barbara
P. David Pearson, University of California, Berkeley
Marcia K. Russell, Bellevue Union School District
Laura Sterponi, University of California, Berkeley
Suzannah Weening, Photographer
Emily A. Nusbaum, University of San Francisco