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This book offers educators new understandings of 21st century
diversity emerging from contemporary national events within the
U.S., global movements, and changes in the world political order
that have long-lasting impact on local education and call for
rethinking traditional generalizations and empirical prescriptions
for inclusivity in teaching and learning. The book expands the
literature on teacher preparation and intercultural education by
providing the educational community with critical perspectives,
theoretical approaches, and research methodologies for educational
inquiry responsive to diversity. Driven by changes in classroom
diversity this book offers educators, researchers and policy makers
a language for articulating complex differences in educational
reform, policy and practice.
This volume informs the reader about new teachers in urban
underserved schools and their development as teachers for social
equity. The accounts of five novice teachers who grew up outside
the communities in which they teach lead to chapters that contain
advice for teacher educators, future and current teachers, and
school leaders. These early career teachers learned much about
bridging the cultural divide between themselves and their students,
confronted and resolved big challenges that may immobilize some who
set out to teach in these communities. They brought to their
classrooms strong social justice orientations, including a moral
imperative to make a difference in the world, an awareness of
social and educational inequalities, and a strong sense of
responsibility to positively influence the life trajectories of
students in their charge. Their narratives offer insights on the
dispositions and contexts that will help early career teachers
survive and thrive and make a difference in their students' lives.
This volume informs the reader about new teachers in urban
underserved schools and their development as teachers for social
equity. The accounts of five novice teachers who grew up outside
the communities in which they teach lead to chapters that contain
advice for teacher educators, future and current teachers, and
school leaders. These early career teachers learned much about
bridging the cultural divide between themselves and their students,
confronted and resolved big challenges that may immobilize some who
set out to teach in these communities. They brought to their
classrooms strong social justice orientations, including a moral
imperative to make a difference in the world, an awareness of
social and educational inequalities, and a strong sense of
responsibility to positively influence the life trajectories of
students in their charge. Their narratives offer insights on the
dispositions and contexts that will help early career teachers
survive and thrive and make a difference in their students' lives.
This book shows literacy professionals how to develop the
dispositions and actions associated with advocacy-focused teaching.
While portraits of culturally conscious literacy teachers are now
readily available, becoming such a teacher continues to be a
challenge. Drawing from 60+ years of experience working with
teacher candidates and teachers in the city of Philadelphia, the
authors argue that becoming an advocacy-focused literacy teacher
requires making moral commitments to students and developing
professional competencies that fuse literacy, language, and equity
studies. Recognizing that educators can be overwhelmed trying to
match the realities they face daily with the theory behind good
practice, Connecting Equity, Literacy, and Language packs a lot of
big ideas into one readable, concise book that is perfect for use
in literacy methods courses. The text includes definitions and
examples of equity concepts, relatable teacher vignettes, and
"Pause and Reflect" boxes to encourage reflection and classroom
conversation. Book Features: Examines the central problems of
students' disconnection with school, spirit murdering, and the
teacher education gap. Looks at inequities that have become
normalized in classrooms and schools through standardized testing,
literacy teaching routines and structures, and deficit-laced
language about students and families. Discusses literacies and
languages as cultural practices and the need to be vigilant about
the linguistic violence that occurs when students' languages are
delegitimized. Describes critically and culturally centered
teaching frameworks. Provides vivid examples of advocacy-focused
teaching.
The 2nd Edition of Reconceptualizing Literacy in the New Age of
Multiculturalism and Pluralism honors the genius of Dr. Peter
Mosenthal. His contributions to the field of literacy were
unprecedented. Many described him as a superb researcher who never
lost sight of the purpose of education. He made us laugh as he led
us in a nurseryrhyme song during his National Reading Conference
(LRA) Presidential Address and made us think as he explained the
significance of educational implications in all research articles.
He also mentored and taught graduate students in gentle and
carefully attentive ways, showing his respect and appreciation for
the work of each individual in the field. He was a remarkable
person. The second edition of this book includes many experienced
and new scholars from around the world. Qualitative and
quantitative research methodologies are scattered throughout and
the practical and theoretical are well represented. New Literacies
and Global Perspectives are added sections in this volume. In this
era of the "Common Core", Reconceptualizing Literacy in the New Age
of Multiculturalism and Pluralism, presents a rational educational
balance for literacy development across the curriculum.
The 2nd Edition of Reconceptualizing Literacy in the New Age of
Multiculturalism and Pluralism honors the genius of Dr. Peter
Mosenthal. His contributions to the field of literacy were
unprecedented. Many described him as a superb researcher who never
lost sight of the purpose of education. He made us laugh as he led
us in a nurseryrhyme song during his National Reading Conference
(LRA) Presidential Address and made us think as he explained the
significance of educational implications in all research articles.
He also mentored and taught graduate students in gentle and
carefully attentive ways, showing his respect and appreciation for
the work of each individual in the field. He was a remarkable
person. The second edition of this book includes many experienced
and new scholars from around the world. Qualitative and
quantitative research methodologies are scattered throughout and
the practical and theoretical are well represented. New Literacies
and Global Perspectives are added sections in this volume. In this
era of the "Common Core", Reconceptualizing Literacy in the New Age
of Multiculturalism and Pluralism, presents a rational educational
balance for literacy development across the curriculum.
This book is a valuable resource for teachers and other
professionals who are looking for a proven way to increase cultural
appreciation and awareness. New applications of the ABCs model of
Cultural Understanding and Communication are presented and
discussed in this new volume, based on studies done in the United
States, and Canada and Europe. In this ground-breaking project, the
authors describe how the ABCs model complicated and challenged and
changed the cultural perceptions of those who participated in it,
even those who were initially highly resistant to such
possibilities. At the heart of the project is the exchange of
narratives - life stories that give insight into the cultural
worlds of selves and others. In addition to the narratives, other
instruments including the Transcultural Competence Scale (TCC),
provide further evidence of the positive impact of the ABCs on
participants' receptivity toward cultural differences. In the
TRANSABCs project, researchers from both sides of the Atlantic
invited teacher candidates, students who will become workplace and
other professionals to write an autobiography (A) of themselves
from various cultural perspectives, a biography (B) of an
individual who is culturally different from themselves along
particular dimensions, and to use these documents to conduct
cross-cultural comparisons (C) between themselves and the person
they interviewed. Furthermore, candidates developed culturally
responsive ideas for the school or the workplace (C). These
exchanges and analyses produced epiphanies and insights that
translated into specific actions to improve cultural understanding
and communication in classrooms and workplaces. Educators and
professionals can take from these examples to inspire their own
personal journey toward greater cultural understanding and
sensitivity.
This book is a valuable resource for teachers and other
professionals who are looking for a proven way to increase cultural
appreciation and awareness. New applications of the ABCs model of
Cultural Understanding and Communication are presented and
discussed in this new volume, based on studies done in the United
States, and Canada and Europe. In this ground-breaking project, the
authors describe how the ABCs model complicated and challenged and
changed the cultural perceptions of those who participated in it,
even those who were initially highly resistant to such
possibilities. At the heart of the project is the exchange of
narratives - life stories that give insight into the cultural
worlds of selves and others. In addition to the narratives, other
instruments including the Transcultural Competence Scale (TCC),
provide further evidence of the positive impact of the ABCs on
participants' receptivity toward cultural differences. In the
TRANSABCs project, researchers from both sides of the Atlantic
invited teacher candidates, students who will become workplace and
other professionals to write an autobiography (A) of themselves
from various cultural perspectives, a biography (B) of an
individual who is culturally different from themselves along
particular dimensions, and to use these documents to conduct
cross-cultural comparisons (C) between themselves and the person
they interviewed. Furthermore, candidates developed culturally
responsive ideas for the school or the workplace (C). These
exchanges and analyses produced epiphanies and insights that
translated into specific actions to improve cultural understanding
and communication in classrooms and workplaces. Educators and
professionals can take from these examples to inspire their own
personal journey toward greater cultural understanding and
sensitivity.
Extraordinary K-12 teachers show us what social equity literacy
teaching looks like and how it advances children's achievement.
Chapters identify six key dimensions of social equity teaching that
can help teachers see their students' potential and create
conditions that will support their literacy development. Serving
students well depends on understanding relationships between race,
class, culture, and literacy; the complexity and significance of
culture; and the culturally situated nature of literacy. It also
requires knowledge of culturally responsive practices, such as
collaborating with and learning from caregivers, using cultural
referents, enacting critical and transformative literacy practices,
and seeing the capacities of English Language Learners and children
who speak African American Language.
This book shows literacy professionals how to develop the
dispositions and actions associated with advocacy-focused teaching.
While portraits of culturally conscious literacy teachers are now
readily available, becoming such a teacher continues to be a
challenge. Drawing from 60+ years of experience working with
teacher candidates and teachers in the city of Philadelphia, the
authors argue that becoming an advocacy-focused literacy teacher
requires making moral commitments to students and developing
professional competencies that fuse literacy, language, and equity
studies. Recognizing that educators can be overwhelmed trying to
match the realities they face daily with the theory behind good
practice, Connecting Equity, Literacy, and Language packs a lot of
big ideas into one readable, concise book that is perfect for use
in literacy methods courses. The text includes definitions and
examples of equity concepts, relatable teacher vignettes, and
"Pause and Reflect" boxes to encourage reflection and classroom
conversation. Book Features: Examines the central problems of
students' disconnection with school, spirit murdering, and the
teacher education gap. Looks at inequities that have become
normalized in classrooms and schools through standardized testing,
literacy teaching routines and structures, and deficit-laced
language about students and families. Discusses literacies and
languages as cultural practices and the need to be vigilant about
the linguistic violence that occurs when students' languages are
delegitimized. Describes critically and culturally centered
teaching frameworks. Provides vivid examples of advocacy-focused
teaching.
This practical book will help literacy teachers operationalize
research on culturally sustaining pedagogy (CSP) to reach all
students. The authors guide pre- and in-service educators in
creating classroom environments and learning experiences that
foster students' literacy and language development, engagement with
school, and critical consciousness. Chapter authors explore
questions about how CSP is enacted in classrooms and how it impacts
students, especially in schools that are heavily influenced by
standardized testing and curricula. Readers will find concrete
examples of how CSP is being used to shape students' identities and
their literacy abilities. The text is organized in three sections:
Part I offers models in elementary classrooms; Part II presents
models in classrooms for adolescents and youth; and Part III
illustrates considerations for implementing CSP across K–12
contexts. Book Features: Focuses on enacting literacy practices
that will make teaching and learning more equitable for all
students. Provides authentic examples of culturally sustaining
literacy pedagogy across multiple grade levels. Includes
photographs, trade books, and lesson examples that reflect
culturally relevant and sustaining teaching in actual classrooms.
This practical book will help literacy teachers operationalize
research on culturally sustaining pedagogy (CSP) to reach all
students. The authors guide pre- and in-service educators in
creating classroom environments and learning experiences that
foster students' literacy and language development, engagement with
school, and critical consciousness. Chapter authors explore
questions about how CSP is enacted in classrooms and how it impacts
students, especially in schools that are heavily influenced by
standardized testing and curricula. Readers will find concrete
examples of how CSP is being used to shape students' identities and
their literacy abilities. The text is organized in three sections:
Part I offers models in elementary classrooms; Part II presents
models in classrooms for adolescents and youth; and Part III
illustrates considerations for implementing CSP across K-12
contexts. Book Features: Focuses on enacting literacy practices
that will make teaching and learning more equitable for all
students. Provides authentic examples of culturally sustaining
literacy pedagogy across multiple grade levels. Includes
photographs, trade books, and lesson examples that reflect
culturally relevant and sustaining teaching in actual classrooms.
Contributors include Steven Z. Athanases, Mark Conley, Brian A.
Collins, Marnie W. Curry, Ann E. Ebe, Ivana Espinet, Douglas
Fisher, Nancy Frey, Norma Gonzalez, Lee Gunderson, and Shelley Hong
Xu. Discover the inner workings of schools that successfully serve
multilingual students, especially those who affiliate as Latinx.
They do this through varied school-wide initiatives that include
developing students' home languages, recruiting caregivers and
community members to mentor students, establishing positive and
respectful climates, providing rigorous instructional
interventions, and inviting students to take leadership roles.
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