The Skin That We Speak: Thoughts on Language and Culture in the Classroom
Lisa Delpit's book makes use of vignettes and personal dialogue to discuss how educators have used language as a way to segregate and alienate students from diverse socioeconomic backgrounds.
Delpit, L. (2008). The skin that we speak: Thoughts on language and culture in the classroom. New York: The New Press.
Racial Incidents as Teachable Moments
This conceptual article provides teacher educators with sample scenarios that contain tense situations related to race. The author provides guidance for leading meaningful student discussions that often arise when discussing the scenarios.
Blum, L. (2008). Racial incidents as teachable moments. In M. Pollock (Ed.), Everyday antiracism: Getting real about race in schools (pp. 236-241). New York: The New Press.
Even Babies Discriminate: A NurtureShock Excerpt
This Newsweek article discusses information from multiple research studies about how children perceive and respond to racial differences.
Bronson, B. and Merryman, A. (2009, September 4). Even babies discriminate: A nurtureshock excerpt. Newsweek. Retrieved from https://www.newsweek.com/even-babies-discriminate-nurtureshock-excerpt-79233
Racial Microaggressions and African American and Hispanic Students in Urban Schools: A Call for Culturally Affirming Education
This conceptual paper explores the complexities of racial microaggressions in the context of schools. The authors theorize that culturally affirming educational practices have the ability to have positive impacts on psychological, social/emotional, and intellectual development of Hispanic and African American students.
Allen, A., Scott, L. M., and Lewis, C. W. (2013). Racial microaggressions and African American and Hispanic students in urban schools: A call for culturally affirming education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117-129.
Teachers, Please Learn Our Names!: Racial Microaggressions and the K-12 Classroom
This qualitative study examines how teachers' mispronunciation of students' names may be the result of racial microaggressions.
Rita Kohli & Daniel G. Solórzano (2012) Teachers, please learn our names!: racial microagressions and the K-12 classroom, Race Ethnicity and Education, 15:4, 441-462, DOI: 10.1080/13613324.2012.674026
Improving Instruction, Accessibility, and Outcomes
The intent of this professional development module is to give instructors of candidates in teacher and administration preparation programs the opportunity to develop the knowledge and skills necessary to equip candidates with the practice of providing multi-tier instruction and interventions matched to students' needs.
IRIS Resource Locator
The IRIS Center at Vanderbilt Peabody College hosts free online high-leverage practices, evidence-based resources and materials that can be used by teachers who work with culturally and linguistically diverse students with and without disabilities. Modules, Activities, Information Briefs, Videos, and Case Studies are a few of the resources.
Autism Spectrum Disorder: Evidence-Based Practices
The IRIS Center module: Autism Spectrum Disorder: Evidence-Based Practices highlights the characteristics of autism spectrum disorder (ASD) and the differences found in diverse student populations (e.g., social communication/interactions, behaviors/interests). The information targets all age levels (i.e., early childhood, elementary, middle, high school) and overviews instructional strategies teachers can use when working with children with ASD. Equally significant are videos from experts… Read more
Improved Lesson Planning With Universal Design for Learning (UDL)
Researchers explored 45 northern California teacher candidates' implementation of Universal Design for Learning (UDL) principles in the classroom. The data suggest that all students, in particular those with special needs in general education settings, benefit from lesson plans that incorporate UDL techniques.
The CUNY-NYSIEB Guide to Translanguaging in Latino/a Literature
This guide offers analysis of language use in 32 works of Latino/a literature that are appropriate for Grades PreK-12, analyzing 17 books for grades PreK-6 and 15 books for grades 7-12. The analysis of each book includes lexile level, themes, author biography and website, a list of supplemental resources, a summary of the book, and an analysis of the way that the author uses translanguaging, the flexible use of linguistic resources, in literature.