“With abiding respect for learners, teachers, and texts, Hassenfeld beautifully articulates a rarely addressed but deeply compelling problem of practice. The Second Conversation gets to the heart of teaching and learning and invites educators to join the author in a vital, field-building conversation about the meaning-making process itself—what is at stake and for whom. Serving as a model herself, Hassenfeld guides educators to become ever more intentional in shaping the communities of learning they envision.” 

Allison Cook, founder and codirector of Pedagogy of Partnership at the Hadar Institute

“The time for this book is now, a time in history when conversations in classrooms—religious and secular alike—are being restricted and debated. Playing at the intersections of theory and practice, Hassenfeld draws readers in from the very first words. This should be essential reading for literacy teachers and researchers alike.”

Lara J. Handsfield, Illinois State University

“How can classroom teachers notice and make visible for students the tacit interpretive rules guiding textual response processes? How can we invite students to intellectually question and compare sets of interpretive rules? Hassenfeld explores these questions through a beautifully crafted teacher narrative, infused with delight in the beauties and complexities of the Hebrew scriptural writing she teaches. This masterful book exemplifies how much literacy educators and scholars stand to learn from interdisciplinary inquiries in religious education. Read this book and be transformed!”

Mary M. Juzwik, Michigan State University