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While the issue of advancing equity occupies the pages of many
education journals across the world and pursuing it in schools and
classrooms is a common instructional goal, there is an obvious
absence of established school policies combined with pedagogies on
how to achieve educational equity. Therefore, equity solution
driven by inclusion, justice, and hope is needed to transform the
current systemic educational inequities. To ensure and sustain the
notion that all children have the opportunities they need to
develop, succeed, and meet their potential, it is imperative that
we move the discussion about the impact of education from
celebrating the academic gain of a few, to the needs of the many
marginalized students who are often discounted and dehumanized.
Who We Are and How We Learn: Educational Engagement and Justice for
Diverse Learners serves as an education program handbook for
understanding the complexities of student engagement and providing
access, equity, and justice for learners, with an emphasis on
students with diverse backgrounds. The book examines current
research and best practices on engagement for these learners and
explores educational issues through social, cultural, and racial
lenses. Topics include the framing of student engagement and
educational justice through social and cultural views, the role of
cultural capital from home and school settings, and the influence
of the funds of knowledge. The material addresses race and culture
as they pertain to curriculum, instruction, and performance of all
students, with focus on African American and Latino students. It
examines social class and identity, social and cultural dimensions
of family involvement as a predictor of student engagement,
adaptations for English learners, and writing as a way to capture
student voices. Filled with insights gained from field-based
research and intended to ignite a passion for transformative action
in education, this text is ideal for teachers, counselors, and
administrators.
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