Bridging Literacy and Equity The Essential Guide to Social Equity Teaching

ISBN-10: 0807753475

ISBN-13: 9780807753477

Edition: 2012

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Description:

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.
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Book details

List price: $31.95
Copyright year: 2012
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 8/10/2012
Binding: Paperback
Pages: 160
Size: 6.00" wide x 9.25" long x 0.50" tall
Weight: 0.726
Language: English

� Guofang Li, PhD, is Associate Professor in the Department of Teacher Education and Senior Researcher at the Literacy Achievement Research Center at Michigan State University, where she teaches undergraduate, graduate, and doctoral courses in second-language and literacy education. Her research focuses on ESL/ELL education, family and community literacy, and Asian American education. Dr. Li has been honored with the Early Career Award from Division G, Social Context of Education, of the American Educational Research Association, among other awards. Her books include the authored volume Culturally Contested Pedagogy, which won the Edward B. Fry Book Award from the National Reading Conference. � Patricia A. Edwards, PhD, is Distinguished Professor of Teacher Education and Senior University Outreach Fellow at Michigan State University, where she is also Senior Researcher at the Literacy Achievement Research Center. Her research addresses issues of culture, identity, equity, and power that affect families and schools. Dr. Edwards is a recipient of the Teacher-Scholar Award and the Distinguished Faculty Award from MSU. She served as the first African American President of the National Reading Conference and is currently President (2010-2011) of the International Reading Association. She is the author of two nationally acclaimed family literacy programs and a number of books.

Foreword
Preface
Social Equity Literacy Teaching Matters
Social Equity Literacy Teaching: What Teachers Need
Teachers-A Major Factor in Literacy Achievement
Teacher Commitment
Seeing the Responsibility to Teach
Empowering Disempowered Teachers
Using This Book to Guide Social Equity Literacy Teaching
Conclusion
Different Doesn't Mean Deficit
Poverty: Statistics Don't Tell the Whole Story
The Nuances of How Poverty and Literacy Relate
What Race and Racism Have to Do with It
Rethinking Racism: Brown v. Board of Education
Response to Disenfranchisement
Understanding Capital
Offsetting Negative Conditions
Conclusion
Beyond Heroes and Holidays: The Complexity and Relevance of Culture
The Complexity of Culture
Understanding How Culture Is Reflected in School
Addressing Culture Makes a Difference
Conclusion
Variation Is Normal: Recognizing Many Literacies and Languages
Many Literacies
Standardized Forms of English
Conclusion
From Spirituals to Hip-Hop: Teaching in the Third Space
Making Connections with Students in the Third Space
Conditions That Foster Learning
Exploring Third-Space Teaching Through African American Churches
Implementing Components of Third-Space Teaching
Using Unofficial Literacies to Inform Classroom Instruction
Conclusion
Students Taking Action: Critical Approaches to Teaching
Using Literacy as an Instrument for Social Change
Critical Pedagogy Aligns with Culturally Relevant Teaching
Using Critical Literacy to Read and Interpret Texts
Becoming Critical Isn't Easy
Complicating Students' Understandings About Power and Race
Conclusion
Transforming Teachers
Teachers Have Biases, But They Can Change
Exploring Racial Identity
Racial Identity Development and Literacy Teaching
Examining Privilege and Subordination
Accessing School-Valued Discourses
Conclusion
References
Index
About the Authors
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