Grace Enriquez is an Associate Professor of Language and Literacy at Lesley University. Dr. Enriquez centers her teaching and research on critical literacies and reader response; intersections of literacies, identities, and embodiment; the teaching of writing; and children’s literature for social justice. Her work has been published in various national and international journals, including Language Arts, The Reading Teacher, The Journal of Children’s Literature, Reading Research Quarterly, Anthropology & Education Quarterly, and English Teaching: Practice and Critique. She is coauthor of The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction (Teachers College Press, 2010), coeditor of Literacies, Learning, and the Body: Putting Theory and Research into Pedagogical Practice (Routledge, 2016), and coauthor of the School Library Journal blog, The Classroom Bookshelf. Dr. Enriquez is a former English Language Arts teacher, literacy specialist, and literacy staff developer. She earned her doctorate at Teachers College, Columbia University, and is an emergent bilingual learner of Spanish and French.