Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
A research validated article on how storytelling and publishing can create and construct bridges of understanding and demonstrate results leading to empowerment of recently arrived teens.
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
A research validated article on how storytelling and publishing can create and construct bridges of understanding and demonstrate results leading to empowerment of recently arrived teens.
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
The Intercultural Being: Fostering Cross-Cultural Interactions in a Globalize...Amanda M. Bent
Today we live in a globalized world where we engage in cross-cultural dialogue on a daily basis. As a result of our participation in this growing multicultural environment, our cultural identities are being redefined, as we transcend borders, and broaden our connections to various communities, at home and abroad. While we have achieved new levels of peace and unity, it is evident that discrimination, prejudice, and bias still plague our society and impact our interactions with others.
In this presentation I will critically examine cross-cultural interactions that take place in the ESL classroom, discussing how we as teachers can shape our students into multilingually aware and interculturally competent world citizens.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
Positionality a scholarly reflection paperIrfan iftekhar
The concept of positionality includes the ethnographer's given attributes such as race, nationality, and gender which are fixed or culturally ascribed.
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
The Intercultural Being: Fostering Cross-Cultural Interactions in a Globalize...Amanda M. Bent
Today we live in a globalized world where we engage in cross-cultural dialogue on a daily basis. As a result of our participation in this growing multicultural environment, our cultural identities are being redefined, as we transcend borders, and broaden our connections to various communities, at home and abroad. While we have achieved new levels of peace and unity, it is evident that discrimination, prejudice, and bias still plague our society and impact our interactions with others.
In this presentation I will critically examine cross-cultural interactions that take place in the ESL classroom, discussing how we as teachers can shape our students into multilingually aware and interculturally competent world citizens.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
Positionality a scholarly reflection paperIrfan iftekhar
The concept of positionality includes the ethnographer's given attributes such as race, nationality, and gender which are fixed or culturally ascribed.
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
THE NEA HIGHER EDUCATION JOURNAL 27Few things are more d.docxdennisa15
THE NEA HIGHER EDUCATION JOURNAL | 27
Few things are more difficult than to see outside the bounds of your
own perspective—to be able to identify assumptions that you take as uni-
versal truths but which, instead, have been crafted by your own unique
identity and experiences in the world. We live much of our lives in our
own heads, in a reconfirming dialogue with ourselves. Even when we dis-
cuss crucial issues with others, much of the dialogue is not dialogue: it is
monologue where we work to convince others to understand us or to
adopt our view.
HOW DOES YOUR
POSITIONALITY BIAS YOUR
EPISTEMOLOGY?
by David Takacs
H
ow does your positionality bias your epistemology? I’ve
been asking this question to students, weaving it as a
theme throughout my courses. Of course, a resounding
chorus of bafflement greets the initial question. What I’m asking
is: How does who you are shape what you know about the world?
I think this is one of the most important questions one can ask
during an undergraduate education, and a student’s search for
answers may open up new possibilities for understanding her con-
nections to the world. As a reflective practitioner of the teaching
profession, I constantly grapple with these questions, as well.
David Takacs is an associate professor in the Department of Earth Systems Science &
Policy at California State University Monterey Bay, where he teaches courses in the envi-
ronmental humanities. He is the author of The Idea of Biodiversity.
28 | Thought & Action SUMMER 2003
Simply acknowledging that one’s views are not inevitable—that one’s
positionality can bias one’s epistemology—is itself a leap for many peo-
ple, one that can help make us more open to the world’s possibilities.
When we develop the skill of understanding how we know what we
know, we acquire a key to lifelong learning. When we teach this skill, we
help students sample the rigors and delights of the examined life. When
we ask students to learn to think for themselves and to understand them-
selves as thinkers—rather than telling them what to think and have them
recite it back—we help foster habits
of introspection, analysis, and open,
joyous communication.
Unfortunately, many studentscome to college without some
of the skills they need to succeed in
academic work. In California, the
richest state in the richest country the
world has ever known, we skulk in
the bottom fifth among states in per
capita spending on education. The
state system has shortchanged many
students who live in poorer school
districts. Crammed into overcrowded classrooms, led by underpaid teach-
ers who labor in crumbling infrastructure, many students do not get the
quality education they deserve. To compound this misfortune, some col-
lege administrators and professors view these students—often poor, often
minority, sometimes bilingual—as “deficits.” These students pose prob-
lems for our teaching; we have to spend lots of money to “compensate”
for their “deficiencies.”
.
Essay on Diversity in Education
Diversity in the Classroom Essay
Essay on Diversity...What Is That?
Reflection On Diversity
Essay on The Value of Diversity
Reflection On Diversity
Essay on Diversity in Education
Diversity in the Classroom Essay
Essay on Diversity...What Is That?
Essay on The Value of Diversity
Diversity in the Classroom Essay examples
Diversity Reflection Essay
Diversity In High School
Essay about Diversity
Intellectual Diversity In Liberal Arts
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Diversity In The Community
Essay on Diversity in Education
Cultural Diversity in America Essay
Essay about Equality & Diversity
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
My personal educational goals Admission/Application Essay. 017 Goals Essay Graduate School Personal Statement Format Header .... Career goals Essay | Essay on Career goals for Students and Children in .... 007 Essay Example Educational Goals Examples Poemsrom Co And Objectives .... What Are Your Educational Goals Essay – Goresan. The Significance of SMART Goals: [Essay Example], 629 words GradesFixer.
IDENTIFYING ISSUESIn this section we present several steps to idLizbethQuinonez813
IDENTIFYING ISSUES
In this section we present several steps to identifying an issue. You don’t have to follow them in this particular order, and you may find yourself going back and forth among them as you try to bring an issue into focus.
Keep in mind that issues do not simply exist in the world well formed. Instead, writers construct what they see as issues from the situations they observe. For example, consider legislation to limit downloads from the Internet. If such legislation conflicts with your own practices and sense of freedom, you may have begun to identify an issue: the clash of values over what constitutes fair use and what does not. Be aware that others may not understand your issue and that in your writing you will have to explain carefully what is at stake.
◼ Draw on Your Personal Experience
You may have been taught that formal writing is objective, that you must keep a dispassionate distance from your subject, and that you should not use I in a college-level paper. The fact is, however, that our personal experiences influence how we read, what we pay attention to, and what inferences we draw. It makes sense, then, to begin with you — where you are and what you think and believe.
We all use personal experience to make arguments in our everyday lives. In an academic context, the challenge is to use personal experience to argue a point, to illustrate something, or to illuminate a connection between theories and the sense we make of our daily experience. You don’t want simply to tell your story. You want your story to strengthen your argument.
For example, in Cultural Literacy, E. D. Hirsch personalizes his interest in reversing the cycle of illiteracy in America’s cities. To establish the nature of the problem in the situation he describes, he cites research showing that student performance on standardized tests in the United States is falling. But he also reflects on his own teaching in the 1970s, when he first perceived “the widening knowledge gap [that] caused me to recognize the connection between specific background knowledge and mature literacy.” And he injects anecdotal evidence from conversations with his son, a teacher. Those stories heighten readers’ awareness that school-aged children do not know much about literature, history, or government. (For example, his son mentions a student who challenged his claim that Latin is a “dead language” by demanding, “What do they speak in Latin America?”)
Hirsch’s use of his son’s testimony makes him vulnerable to criticism, as readers might question whether Hirsch can legitimately use his son’s experience to make generalizations about education. But in fact, Hirsch is using personal testimony — his own and his son’s — to augment and put a human face on the research he cites. He presents his issue, that schools must teach cultural literacy, both as something personal and as something with which we should all be concerned. The personal note helps readers see Hirsch as someone who ha ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Multicultural Literature for Social Justice in ELA Classrooms
1. MULTICULTURAL
LITERATURE FOR
SOCIAL JUSTICE IN
ELA CLASSROOMS
Laura Kieselbach
UCF Alumni, 2011
Doctoral Candidate, Northeastern University, 2016
Compiled in preparation for UCF International Conference: February 26-28, 2015
2. THIS PRESENTATION HAS BEEN GENERATED OUT OF A
REVIEW OF LITERATURE ON SOCIAL JUSTICE AND THE
IMPLEMENTATION OF MULTICULTURAL LITERATURE. IN
ADDITION, I INCLUDE A BRIEF GLIMPSE OF MY
EXPERIENCE WITH BOTH.
THE RESEARCH WAS COMPLETED IN PART AS AN
ASSIGNMENT FOR SOCIAL JUSTICE AND FOR RESEARCH 1
IN MY DOCTORAL PROGRAM.
BEGINNING THIS FALL, I WILL BE CONDUCTING A
QUALITATIVE STUDY INVOLVING AUTO-ETHNOGRAPHIC
NARRATIVES FROM STUDENTS WHO ARE WILLING TO
SHARE THEIR EXPERIENCES INVOLVING MULTILATERAL
LITERATURE AND IDENTITY WITH ME.
3. Discussion of Social Justice
No clear cut definition could encompass the scope of social justice and very little
direct discussion is held on its meaning in the field of education – it is assumed
there is a universal understanding of its meaning.
Agreement on some common attributes:
Fairness
Equity
A general respect for basic human rights
Description of such a broad term cannot exist in isolation. Rather, a fluid
understanding and pliable implementation needs to happen in order for a very
interpretative concept to work effectively and timelessly in an evolving world.
4. Institutionalized Oppression
Students can be awakened to individual experiences of their own culture and others,
that is otherwise ignored or invisible, through text.
Using multicultural literature can interrupt prejudice and misunderstanding, not so that
everyone feels the same but so that individuals can begin to acknowledge similarities
between one another.
Through questioning and discussion, marginalized students who are otherwise absent
from text books and literature choices can openly share how reading about their own
heritage and experiences can effect their self image.
Teacher’s role – make certain to choose books that go beyond a superficial, surface
exploration of an under-represented culture. A deeper look allows more meaningful
identification.
5. English Language Arts as an Avenue
Currently, limited texts used in most English Language Arts classes reflect all
cultures that live within our society.
Using the perspectives available in multicultural literature can offer a new and
enriched understanding of marginalized populations, both for the majority culture
and the oppressed.
Multiple truths exist for all cultures and using text can help inform students of the
various experiences they don’t know or understand.
Students can be granted an opportunity through multicultural text to become aware
of and begin to understand intercultural connections.
6. Current Numbers in Young Adult Literature
In 2013, only 251 of more than
3,000 Young Adult Literature
novels represented marginalized
populations in American culture
(African American, American-
Indian, Asian Pacific, and Latino).
Approximately 232 of these were
written by authors of the same or
similar cultural background.
These numbers emphasize the
need for more diverse literature
accessible to students in the
classroom, and in general.
7. RESEARCHERS WHO ARE MAKING A
DIFFERENCE
Schools are one of the few places where individuals “cross the boundaries of race” to learn from
one another, reaffirming the need to challenge natural biases in education. (bell hooks, 2003).
8. Giving Voice and Choice to the Oppressed
Melanie Hobson
B. J. Daniel
bell hooks
Gloria Ladson-Billings
Geneva Gay
Each addresses inequality through race, ethnicity, gender, and or class.
Colorblindness as a concept: accepting people without “labels”
Counterargument: we have to give voice to who people are without pretending the world
does not see individuals as different or acting as if experiences are the same for
everyone. History informs us of these differences; it is important to celebrate them.
9. Agents of change – Training Teachers with a Purpose
B. J. Daniels (2009)
In order for teachers to move towards
this progressive education in which all
students are educated equally and
taught to unlearn their racism, teacher
candidates must first learn to unpack
and interrogate their taken-for-granted
assumptions about race. Teaching for
social justice begins with the teacher
herself.
T. C. Howard (2013)
Race is not the only sensitive matter that
isolates learning, so is gender, class,
and elements of identifying out own
heritage. The universe is largely
predicated by men which often places
women in general in oppressive
situations. Add another element of
marginalization and it becomes easy to
see how women in particular can
struggle to find her place in the world.
We need to begin to empower teachers
who can empower students to
understand what makes us who we are,
and how to celebrate that, not be
ashamed of it.
11. Learning to Know what I did not Know…
My life experiences have taught me that the world is not always an easy place, but that if
you work hard, you will be rewarded. I never saw who I was and the world I live in as a
part of that equation until I began teaching, and learning about teaching.
White, middle class, female. By most standards, gender being the exception, I am part of
the majority culture in the United States. Because parts of my life were hard, I was unable
to see that I was “privileged” on account of what I was. White privilege is a truth.
As a teacher, I tried to believe that all students were the same – tried to pretend that I did
not see labels. I lived in a colorblind world. I negated the experiences of my students in
doing so. I tried to fix how they talked and change how they walked. I tried to assimilate
them into my world instead of learning about and embracing theirs.
Then I learned, but could not accept, that they wanted me to read aloud to them… Why?
Many of my students of lower socio-economic backgrounds, and often of minority
ethnicities, were rarely read to. There was little degree of separation between gender
needs and this request was more of a class issue. I was learning the live of my students.
12. Using my work to make a difference…
I was not willing to play mom to these students, but I was wiling to let them be heard
and give them a safe place to express their needs.
I promoted an atmosphere of acceptance, tolerance, and understanding within the
walls of my classroom. I created a space driven by respect – for self and others.
I began searching out authors who my students could identify with and I would share
these suggestions with my students.
Many of them began reading. Many of them wanted to share about their reading. It
wasn’t for a class assignment (not yet), but they wanted more. They were excited to
see themselves in literature, living the lives of the characters.
I invite my students to cross the societal divides and close the separations the world
dictates. We learn about each other through reading together, sharing in lit circles,
creating discussions based on concerns and ideas of the students themselves.
I did not know I could make such a difference, but students responded when I
acknowledged them for who they were, without trying to change them.
14. Creating a Diverse Classroom Curriculum
Currently, as part of the beginning stages of my study, I am inviting students to
read collective young adult literature and some children’s books that shed a
positive light on the history and experiences of various cultures.
Through discussion and collaboration, students have the freedom to ask open
questions about student understanding and experiences, and then rely on text to
create a meaningful connection to that understanding.
Yes! This works even in today’s new world of common core, which is about text
complexity. This concept is not reflective of how difficult a reading is but on what
work is done with the reading. How deep can you go with it???
The goal and the challenge - is for teachers to take the plethora of knowledge
already available and transform it into a learning opportunity and a classroom
experience that students can identify with.
15. Using Multicultural Young Adult Writers
Generally speaking, teachers value diversity in their classroom, their school, their
district, and even their community. Yet reaching those students of diversity can
sometimes be difficult.
Introducing writers like Sharon Draper, Sherman Alexie, Junot Diaz, Matt de la
Pena, Jeanette Walls, and Walter Dean Myers can help introduce and sustain
conversations about race, gender, and ethnicity that are essential to transform
teaching practices and classroom dynamics.
Engaging students in familiar formats and with familiar texts can allow them to fill
the gap they experience between academic content and cultural capital they bring
with them to school
16. A Workshop Approach
Making Text Connections: Reader response
theory holds that a reader's understanding of a text
is based on the unique connections he or she is
making while reading -- connections to personal
emotions, life experiences, knowledge of other texts,
and knowledge of the world.
Tips:
Purposefully ask students to make three kinds of
connections as they read: between the text and
themselves; between the text and other texts they
know; and between the text and issues, ideas, facts,
and events in the world. Teachers refer to these as
"text-to-self"; "text-to-text"; and "text-to-world"
connections. Take time to ensure that all responses
are grounded in the text and its cultural and
historical context.
Peer Facilitation Circle: Use this design
to encourage students to create
discussion topics they want to talk about,
using a multicultural piece of text.
Tips:
The structure is fairly simple, but the task
is not necessarily. Many students are not
used to devising discussion questions, so
teachers should ask the students to
prepare by bringing the text and a written
response to share -- such as questions,
quotations, reactions, and/or
connections.
17. A Workshop Approach
Double-Entry Journal: An effective technique for
fostering students' active engagement with a literary
text is the reader response activity of double-entry
journaling. In this strategy, students divide a
notebook page into two columns. They write a
quotation from the text they are reading on one side
and their response to that quotation on the other.
Tips
Teachers may ask students to record quotations in
the first column and questions about the quotation
in the second. If you are working with English-
language learners, you might give the students the
option to write the quotation in English and their
connection or response in their native language.
Text Set: Text sets are resources of
different reading levels, genres, and media
that offer perspectives on a theme. By
collecting materials ranging from fiction,
nonfiction, and poetry to maps, charts,
historical documents, photographs, songs,
and paintings, teachers can add voices
and perspectives to the study of any
complex issue.
Tips
Use various levels of books, even
children’s books, as a way “in” for any
reader. These books can often start
wonderful conversations that allow you to
hear people you otherwise would not.
18. A Workshop Approach
Frozen Tableau: A strategy in which students
create a scene and freeze the action, then discuss
what is happening and their reactions to it. Using
physical poses, gestures, and facial expressions,
students convey the characters, action, and
significance of a historic moment.
Tips
Students can create frozen tableaux that represent
important conflicts among characters or powerful
scenes in the text. To help student groups move
from copying poses to inferring what a fictional
scene might look like, teachers can ask all the
groups to use the same scene in a novel or
story. In addition, the frozen tableau strategy can
be used to deepen the classroom discussion of
themes or issues brought out in a text.
Literature Circles: Literature circles
engage students in rich conversations
about shared readings. Students can
express their opinions, predictions, and
questions about a text in a productive,
structured way.
Tips
The teacher may ask students to take on
specific group roles, such as summarizer
or director, which are designed to develop
reading, speaking, and thinking abilities.
As the students become more skilled in
literature circle conversations, they can
move beyond specific role assignments.
19. I close with this…
F. M. Briscoe:
“If the scholars advocating for those who have been oppressed do so in a manner
that transforms oppressive power relations into more equitable power relations, then
their appropriation of the others narrations benefits not only the scholar… but those
whose experiences have been appropriated”.
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