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In a period of increasing economic and social uncertainty, how do
immigrant communities come together to advocate for educational
access and their rights? This book is based on a five-year
university partnership with members from Indonesian, Vietnamese,
Latino, Filipino, African American, and Irish American communities.
Sharing rich examples, the authors examine how these diverse groups
use language and literacy practices to advocate for greater
opportunities. This unique partnership demonstrates how to draw on
the knowledge and interests of a multilingual community to inform
literacy teaching and learning, both in and out of school. It also
provides guidelines for reimagining university/community
collaborations and the practice of ethical partnering.
What is trauma and what does it mean for the literacy curriculum?
In this book, elementary teachers will learn how to approach
difficult experiences through the everyday instruction and
interactions in their classrooms. Readers will look inside
classrooms and literacies across genres to see what can unfold when
teachers are committed to compassionate, critical, and relational
practice. Weaving her own challenging experiences into chapters
brimming with children's writing and voices, Dutro emphasizes that
issues of power and privilege matter centrally to how attention to
trauma positions children. The book includes questions and prompts
for discussion, reflection, and practice and describes pedagogies
and strategies designed to provide opportunities for children to
bring the varied experiences of life, including trauma, to their
school literacies in positive, meaningful, and supported ways.Book
Features: Offers a reconceptualization of trauma as a source of
connection, reciprocity, knowledge, and literacy engagement.
Identifies three key tenets that teachers can follow to ensure that
children's experiences and perspectives are honored. Shares
classroom stories and literacy lessons, including many examples of
children's writing. Includes sum-up reflections and discussion
prompts. Provides up-to-date lists of resources.
What is trauma and what does it mean for the literacy curriculum?
In this book, elementary teachers will learn how to approach
difficult experiences through the everyday instruction and
interactions in their classrooms. Readers will look inside
classrooms and literacies across genres to see what can unfold when
teachers are committed to compassionate, critical, and relational
practice. Weaving her own challenging experiences into chapters
brimming with children's writing and voices, Dutro emphasizes that
issues of power and privilege matter centrally to how attention to
trauma positions children. The book includes questions and prompts
for discussion, reflection, and practice and describes pedagogies
and strategies designed to provide opportunities for children to
bring the varied experiences of life, including trauma, to their
school literacies in positive, meaningful, and supported ways.Book
Features: Offers a reconceptualization of trauma as a source of
connection, reciprocity, knowledge, and literacy engagement.
Identifies three key tenets that teachers can follow to ensure that
children's experiences and perspectives are honored. Shares
classroom stories and literacy lessons, including many examples of
children's writing. Includes sum-up reflections and discussion
prompts. Provides up-to-date lists of resources.
This powerful book demonstrates how culturally responsive teaching
can make learning come alive. Drawing on his experience as a
fifth-grade teacher in a multiethnic school where children spoke
over 14 different home languages, the author reveals how he created
a language arts curriculum from the students' own rich cultural
resources, narratives, and identities. Illustrating the challenges
and possibilities of teaching and learning in a large urban school,
this book: documents how a culturally engaged pedagogy improved
student achievement and increased standardized test scores;
examines the literacy practices of children from immigrant,
migrant, and refugee backgrounds, and includes powerful examples of
their voices and writing; and provides an invaluable model of
reflective practice, including a wide array of student-centered
strategies, to generate powerful learning experiences. It also
demonstrates a way for teachers to tap into the various forms of
literacy students practice beyond the borders of the classroom.
In a period of increasing economic and social uncertainty, how do
immigrant communities come together to advocate for educational
access and their rights? This book is based on a five-year
university partnership with members from Indonesian, Vietnamese,
Latino, Filipino, African American, and Irish American communities.
Sharing rich examples, the authors examine how these diverse groups
use language and literacy practices to advocate for greater
opportunities. This unique partnership demonstrates how to draw on
the knowledge and interests of a multilingual community to inform
literacy teaching and learning, both in and out of school. It also
provides guidelines for reimagining university/community
collaborations and the practice of ethical partnering.
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