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Carol D. Lee has developed a framework for the design and enactment of curriculum that draws on the forms of prior knowledge that traditionally underserved students bring to classrooms. She is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research. Lee recently completed a research project in a Chicago inner city high school that involves restructuring the English Language Arts curriculum in ways that build on social and