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This paper recounts a controversial incident in a classroom that ultimately involved the student, her teacher, her parents, the school's administrators, government curriculum, and a university professor. Using discourse theory, the author traces the beliefs that underlie the positions taken by the stakeholders, and discusses the vulnerable spaces that teachers inhabit when they practice critical literacy in elementary classrooms using difficult texts and subjects.doi:10.20360/g2pp43 fatcat:x4sc4r6bnvhvvpvfunjfe2atr4