Teaching for Diversity - 821
This one-hour webinar shares findings from a study of seven monolingual secondary teachers learning to bring translanguaging into their practice to support emergent bilingual students.
Teaching for Diversity - 816
A series of five videos with teachers sharing their work to support emergent bilingual students in their classrooms by using translanguaging practices.
"‘Cause It Has to Happen": Exploring Teachers’ Resistance to LGBT Literature and Issues in a Teacher Inquiry Group
This paper explores teachers’ resistance to LGBT literature and issues by examining how a group of teachers, as part of a social justice research project, responded to an article that examined reasons why teachers who hold anti-homophobic views still resist teaching LGBT texts and topics in their classrooms.
It is a powerful piece to raise discussion of teacher stated beliefs versus teacher actions related to inclusive education for LGBTQ youth and families.
Supporting LGBTQ Youth of Color
This site has a series of reports titled, "Erasure and Resiliance: The Experiences of LGBTQ Students of Color."
Each report includes information on the experiences of LGBTQ students of color in middle and high school, examining indicators of negative school climate as well as supports and resources, including:
- Feelings of safety at school regarding personal characteristics
- Experiences of racist and anti-LGBTQ harassment and assault from peers
- Effects… Read more
Gender and Children: A Place to Begin
List of strategies and activities for educators to use to create a safe, welcoming, gender-inclusive learning environment.
Preparing to Teach Social Studies for Social Justice: Becoming a Renegade
This book shows how veteran, justice-oriented social studies teachers build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. Part I of the book introduces three ways teachers navigate teaching for social justice within the context of standards-based classrooms (embracing, reframing, or resisting the standards). Part II analyzes specific approaches to teaching the Common Core, using teacher narratives to… Read more
Agarwal-Rangnath, R., Dover, A.G., & Henning, N. (2016). Preparing to teach social studies for social justice: Becoming a renegade. New York: Teachers College Press. https://www.tcpress.com/preparing-to-teach-social-studies-for-social-justice-becoming-a-renegade-9780807757666
Inclusion with Sensitivity: Teaching Children with LGBTQ Families
The article offers teachers guidance and strategies to support the children of Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ) families in their programs. It includes the LGBTQ families' exposure to books, give children an opportunity to listen and think about the importance of families, and provide storytelling.
I use this in my course with pre-service teachers when we discuss inclusive classroom practices with families.
Bre Evans-Santiago, & Miranda Lin. (2016). Inclusion With Sensitivity: Teaching Children With LGBTQ Families. YC Young Children, 71(2), 56.
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.
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/