“…Particularly in relation to urban youths, whose religions are significant components of their social and cultural lives (Barrett, 2009(Barrett, , 2010Dallavis, 2011;Jeynes, 2010), educational researchers limit and proscribe the theoretical, analytical, and practical power of our work by circumventing the religious domain in our explorations into urban youths' literate lives. Theories of literacy as social practice (New London Group, 1996;Scribner & Cole, 1978), including foundational scholarship on religious literacies within social and cultural contexts (Heath, 1986;Kapitzke, 1995), scholarship on the educational potential of religion (e.g., Noddings, 2006;Rosenblith & Bailey, 2008), and research into the role of religion in the lives of urban youths (Barrett, 2009(Barrett, , 2010Eakle, 2007;Jeynes, 2010;Reyes, 2009) all argue for taking youths' religious identities and religious literacies into serious consideration in their education. This analysis has unlocked some of the learning that awaits educational researchers and teachers when we acknowledge and inquire into religion in students' lives.…”