Kutz, Eleanor, and Hepzibah Roskelly. An Unquiet Pedagogy. Portsmouth, NH: Boynton, 1991. I love this book most for the ways in which it connects conversations in our field that are often disconnected, even hostile. In this book we see the common ground shared by college theorists and k-12 teachers, advocates of more writing and advocates of more literature, cultural studies and creative writing. Its co-authors are teachers, teachers of teachers, and scholars all at once, and they gather together here everything they've learned from all these sources. It is a powerfully intellectual book, but its deep intellectual roots never bear the usual murky, dense fruits found in most composition scholarship. It was the first book to give me any idea how I would actually apply all the research I was reading to better classroom practices. Readers should be forewarned that it does not avoid the politics of literacy instruction, as signaled by its title and its foreword from Paulo Freire, the radical Brazilian literacy worker. But it humanizes the politics by making students and their literacy always the first object of concern. Further, by the time they get to their capstone chapter on "Imagination in the English Classroom," they help us see how issues like cultural literacy and multiculturalism really are natural parts of the traditional humanistic and communicative missions of language arts. Contributed by Keith Rhodes 2000 Invitational Participant.