Displaying 1 - 10 of 108

Toward a Definition of Local-level Multicultural Education

Description:

Carlson addresses the problem with painting all urban neighborhoods with the same broad brush strokes. He stresses the importance of an anthropological educational - or local level - context, and its importance, for each urban neighborhood. All communities are not the same and they should be treated for the unique, special dynamics that make up each.
 

Categories:
Cultural diversity, Social justice, Diverse income levels, Anti-bias education, Culturally responsive pedagogy
Content Areas:
General
Media type:
Article: Conceptual
Citation:

Carlson, P. E. (1976). Toward a definition of local-level multicultural education. Anthropology & Education Quarterly, 7(4), 26-30. 

Links:
None

For White Folks Who Teach in the Hood... and the Rest of Y'all Too

Description:

For White Folks Who Teach in the ’Hood is for every educator. The book gets to the heart of how inequities are perpetuated in schools and society.  Emdin calls out the “pedagogy of poverty” that “rewards [students] for being docile and punishes them for being overly vocal or expressive.” It’s not just the stresses of their lives outside of school, but traditional school practices as well that often disempower students from struggling neighborhoods, his research has found.

Categories:
Cultural diversity, Inclusive practices, Equity, Social justice, Diverse income levels, Anti-bias education, Culturally responsive pedagogy, Social emotional learning
Content Areas:
General
Media type:
Book
Citation:

Emdin, C. (2016). For white folks who teach in the hood… and the rest of y’all too. Boston, MA: Beacon Press.
 

Links:
None

The Privilege Walk Exercise

Description:

A "privilege walk" is designed to provide an opportunity for participants to understand the intricacies of privilege and to explore the ways that we enjoy privileges based on being members of social identity groups in the United States. This version, posted on the University of Houston website, it intended for college students.  Please note that this exercise is not meant to make anyone feel guilty or ashamed of her or his privilege or lack of privilege related to any social identity… Read more

Categories:
Language diversity, Cultural diversity, Gender diversity, Inclusive practices, Equity, Social justice, Diverse income levels, Anti-bias education, Culturally responsive pedagogy, Social emotional learning
Content Areas:
General
Media type:
Other

Who Me, Biased?

Description:

A short 6-part clip series discussing biases created by PBS, POV and the NY Times. "What is implicit bias? NYT/POV's Saleem Reshamwala unscrews the lid on the unfair effects of our subconscious."

Categories:
Equity, Social justice, Anti-bias education
Content Areas:
Media type:
Video/Movie
Citation:

Reshamwala, S. (2020). "Who me, biased?" New York Times. Retrieved from https://ca.pbslearningmedia.org/resource/pov-biased-lpclips/who-me-biased/
 

Social, Emotional, Cultural (SEC) Anchor Competencies Schema

Description:

Combining culturally responsive pedagogy (CRP) and social emotional learning (SEL), this schema is a comprehensive framework for starting to build trusting relationships with students, families and communities. Using the social, emotional, cultural (SEC) schema as standards, along with state standards, adds another dimension to lessons and means much for teaching and learning.
 

Categories:
Cultural diversity, Equity, Social justice, Diverse income levels, Anti-bias education, Culturally responsive pedagogy, Social emotional learning, Other
Content Areas:
Media type:
Standards/Guidelines
Citation:

Center for Reaching and Teaching the Whole Child (CRTWC) (2019). Anchor competencies framework. Retrieved from http://crtwc.org/anchor-competencies-schema/

Urban Narratives: Life at the Intersections of Learning Disability, Race and Social Class

Description:

Dr. David J. Connor describes in vivid detail the lives of high school and former high school students of color with learning disabilities at the intersections. Many of the portraits feature students at the intersections of race, dis/ability, LGBTQ status, food and housing insecurity, and trauma. Each portrait also details information directed from students to teachers and what the students (portraits) wished that teachers knew about their lives, their hopes, dreams, fears and how to support… Read more

Categories:
Special education, Inclusive practices, Equity, Culturally responsive pedagogy, Sexual orientation
Content Areas:
Media type:
Book
Citation:

Connor, D. J. (2008). Urban narratives: Portraits in progress, life at the intersections of learning disability, race, & social class (Vol. 5). Peter Lang, Inc.

Links:
None

Diversity and Equity in the Classroom

Description:

Diversity and Equity in the Classroom brings theory and practice together using a student-centered and culture-centered approach. The book is based on a philosophy of social justice and student success for all. In the text the importance of the ethic of care in the classroom and how caring and social justice go hand in hand is presented. The text includes charts, drawings, and photos that teachers can use to teach about types of oppression such as sexism, racism, classism, religious… Read more

Categories:
Emergent bilinguals/ELs, Language diversity, Cultural diversity, Gender diversity, Special education, Inclusive practices, Equity, Social justice, Diverse income levels, Anti-bias education, Culturally responsive pedagogy, Social emotional learning, Sexual orientation
Content Areas:
Media type:
Book
Citation:

Pang, V. O. (2018). Diversity & equity in the classroom.  Boston, MA:  Cenage Learning.

Links:
None

Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development

Description:

This report from the Education Alliance at Brown University provides research-based information on cultural competencies to help inform the design of professional development. This resource is designed for higher education, state-, and district-level educators and professional developers who are preparing teachers to work with students from diverse cultural and linguistic backgrounds. This guide draws together three sets of teacher cultural competencies in the areas of culture, language, and… Read more

Categories:
Emergent bilinguals/ELs, Language diversity, Cultural diversity, Culturally responsive pedagogy
Content Areas:
Media type:
Standards/Guidelines
Citation:

Trumbull, E., & Pacheco, M. (2005).  Leading diversity: cultural competencies for teacher preparation and professional development. Providence, R.I., The Education Alliance at Brown University.  Retrieved from https://www.brown.edu/academics/education-alliance/publications/leading-diversity-cultural-competencies-teacher-preparation-and-professional-developmen.

Promoting Ethnic Identity Exploration While Teaching Subject Matter Content

Description:

This article provides a research-based model for teacher educators and K-12 classroom teachers to use to facilitate ethnic identify exploration among students in concert with teaching subject matter content. Researchers have found ethnic identification to be correlated with higher levels of psychological well-being and directly related to school success factors. Moreover, ethnic identity exploration engenders academic engagement and persistence in academic pursuits. This four dimensional… Read more

Categories:
Cultural diversity, Inclusive practices, Social justice, Culturally responsive pedagogy, Social emotional learning
Content Areas:
Language Arts, Social Studies, General
Media type:
Article: Research
Citation:

Branch, A.J. (2020). Promoting ethnic identity development while teaching subject matter content: A model of ethnic identity exploration in education. Teaching and Teacher Education, 87, 

¿Qué voces escuchas? Aproximación a la lectura de cuentos a través de los ojos de los héroes silenciosos (What voices do you hear? An inclusive approach to read books through the eyes of the Unsung Heroes)

Description:

La lectura de cuentos tiende a enfocarse en los personajes principales e ignorar a los personajes secundarios. Sin las voces de éstos la lectura se vuelve egocéntrica y unívoca. En este artículo proponemos un modelo de lectura periférica e inclusiva en la que maestros y estudiantes escuchan y analizan las voces de los héroes silenciosos. El objetivo de este método es mostrar a los niños que leer cuentos con ojos inclusivos es el primer paso para convertirse en representantes de la pluralidad… Read more

Categories:
Emergent bilinguals/ELs, Language diversity, Cultural diversity, Inclusive practices, Equity, Social justice, Culturally responsive pedagogy, Not translated to English
Content Areas:
Language Arts
Media type:
Article: Conceptual
Citation:

Rodríguez-Valls, F. & Capdevila-Gutierrez, M. (2017). ¿Qué voces escuchas? Aproximación a la lectura de cuentos a través de los ojos de los héroes silenciosos. Bilingual Review/Revista Bilingüe, 33(4), 63-75.