Bridging Literacy and Equity

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  • Format: Paperback
  • Copyright: 2012-06-29
  • Publisher: Teachers College Pr

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Extraordinary K12 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.

Author Biography

Althier M. Lazar is professor of teacher education at Saint Josephs University in Philadelphia, Pennsylvania. Patricia A. Edwards is Distinguished Professor of Language and Literacy in the Department of Teaching Education, a principal investigator, Literacy Achievements Research center, and a Senior University Outreach Fellow at Michigan State University. Gwendolyn Thompson McMillon is associate professor of literacy in the Department of Reading and Language Arts at Oakland University in Rochester, Michigan.

Table of Contents

Forewordp. vii
Prefacep. xi
Social Equity Literacy Teaching Mattersp. 1
Social Equity Literacy Teaching: What Teachers Needp. 3
Teachers-A Major Factor in Literacy Achievementp. 5
Teacher Commitmentp. 7
Seeing the Responsibility to Teachp. 8
Empowering Disempowered Teachersp. 10
Using This Book to Guide Social Equity Literacy Teachingp. 13
Conclusionp. 15
Different Doesn't Mean Deficitp. 17
Poverty: Statistics Don't Tell the Whole Storyp. 18
The Nuances of How Poverty and Literacy Relatep. 19
What Race and Racism Have to Do with Itp. 21
Rethinking Racism: Brown v. Board of Educationp. 22
Response to Disenfranchisementp. 25
Understanding Capitalp. 26
Offsetting Negative Conditionsp. 27
Conclusionp. 29
Beyond Heroes and Holidays: The Complexity and Relevance of Culturep. 30
The Complexity of Culturep. 31
Understanding How Culture Is Reflected in Schoolp. 37
Addressing Culture Makes a Differencep. 40
Conclusionp. 44
Variation Is Normal: Recognizing Many Literacies and Languagesp. 46
Many Literaciesp. 47
Standardized Forms of Englishp. 55
Conclusionp. 63
From Spirituals to Hip-Hop: Teaching in the Third Spacep. 64
Making Connections with Students in the Third Spacep. 66
Conditions That Foster Learningp. 67
Exploring Third-Space Teaching Through African American Churchesp. 69
Implementing Components of Third-Space Teachingp. 75
Using Unofficial Literacies to Inform Classroom Instructionp. 75
Conclusionp. 79
Students Taking Action: Critical Approaches to Teachingp. 80
Using Literacy as an Instrument for Social Changep. 81
Critical Pedagogy Aligns with Culturally Relevant Teachingp. 84
Using Critical Literacy to Read and Interpret Textsp. 90
Becoming Critical Isn't Easyp. 91
Complicating Students' Understandings About Power and Racep. 94
Conclusionp. 97
Transforming Teachersp. 99
Teachers Have Biases, But They Can Changep. 100
Exploring Racial Identityp. 103
Racial Identity Development and Literacy Teachingp. 106
Examining Privilege and Subordinationp. 108
Accessing School-Valued Discoursesp. 115
Conclusionp. 118
Referencesp. 121
Indexp. 135
About the Authorsp. 145
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