Jennifer Goulston Zwillenberg and Danielle Gioia Racism, Privilege, and Voice in All American Boys: A Counter-narrative of Resistance and Hope I ncreasingly, students and educators are confront ing questions and heightened emotions about the persistence of violence, especially police brutality, against Black men and women in the United States. In response, educators are also finding themselves charged with more urgent responsibilities. More than ever, diverse students’ perspectives, experiences, and questions need to be welcomed and addressed. To make these conditions possible for students, many educators want to engage in more critical dialogue about racism in society, including how it is instanti ated in the daily lives of students and their families. All American Boys, a 2015 novel by Jason Reynolds and Brendan Kiely, potently addresses these issues. By telling the story of two young men—one Black, one white—caught up in an incident of police brutal ity, this novel demonstrates how profoundly youth are affected by today’s culture of racism and violence. Further, by making these two young men the novel’s sole narrators, All American Boys doubly affirms how youth’s efforts to understand and resist the racist status quo are just as necessary, and just as power ful, as that of adults. In these ways, the novel asks both students and educators to join together in critical conversations about race. More specifically, it asks us to consider what it can look and feel like for people of different backgrounds to live in a racist society, con front privilege, and take a stand for social justice. The young narrators in All American Boys speak to educators as well as to students. They ask us to wit ness the impact of racist violence on individuals and communities. They ask us to understand how they are struggling to reexamine their racial identities and places in society, including dealing with their vulner ability and pain. They also ask us to join them as they take more public stances against racism. We are inter ested in how their narratives can open opportunities for teachers and students to start conversations about race together in the classroom. In this article, we first provide an overview of the two frameworks that guide our literary analysis of this novel: a) the concepts of counter-storytelling (Solorzano & Yosso, 2002) and counter-narrative (Glenn, 2012; Hughes-Hassell, 2013), and b) Bishop’s (1990) framing of literature as windows, mirrors, and sliding glass doors. We also describe our own positionalities as readers of this text. We then use these frameworks in conversation with critically oriented scholarship on racism, privi lege, and antiracist pedagogy to analyze how the two main narrators engage these issues. We conclude by discussing how educators might explore this novel in their own classrooms. Counter-narratives of Windows, Mirrors, and Sliding Glass Doors All American Boys challenges young adult litera ture’s deficit representations and exclusions of Black male identities and lived experiences (Bishop, 1990; Delgado, 1989; Solorzano &Yosso, 2002). Therefore, in order to make the most of the opportunities that 57 T he ALAN Review Fall 2017