Toward a Definition of Local-level Multicultural Education
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.
Carlson, P. E. (1976). Toward a definition of local-level multicultural education. Anthropology & Education Quarterly, 7(4), 26-30.
For White Folks Who Teach in the Hood... and the Rest of Y'all Too
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.
Emdin, C. (2016). For white folks who teach in the hood… and the rest of y’all too. Boston, MA: Beacon Press.
The Privilege Walk Exercise
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
Who Me, Biased?
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."
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
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.
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
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
Connor, D. J. (2008). Urban narratives: Portraits in progress, life at the intersections of learning disability, race, & social class (Vol. 5). Peter Lang, Inc.
Diversity and Equity in the Classroom
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
Pang, V. O. (2018). Diversity & equity in the classroom. Boston, MA: Cenage Learning.
Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development
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
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
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
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)
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
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.