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1 – 5 of 5Jennifer D. Turner and Chrystine Mitchell
Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy…
Abstract
Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.
Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.
Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.
Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.
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Charles L. Slater and Sarah W. Nelson
This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the authors define…
Abstract
This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the authors define key concepts and how these concepts affect the work of school leaders. The authors then present an analysis of the career development of three principals who each struggle with how they will define themselves in relation to the community in which they work. Collectively these cases illustrate the importance of attending to self-awareness and cultural knowledge in the preparation of equity-oriented educational leaders. All participants’ names have been changed to protect their identity.
Melinda VanDevelder, Kierstyn Johnson and Alicia R. Thompson
School and community gardens have long histories grounded in social justice. Currently there are advocacy movements calling for gardening programs that foster academics and equity…
Abstract
School and community gardens have long histories grounded in social justice. Currently there are advocacy movements calling for gardening programs that foster academics and equity movements through nutrition education, neighborhood green spaces and beautification, and ecological sustainability. While the authors contributed personal experiences and useful resources for those interested in school and community gardening, the authors primarily investigated multiple theories that embraced critical and ecological pedagogies in neighborhoods, schools, urban communities. The democratic movements of food security, removal of food deserts, and socioeconomic sustainability using applicable gardening programs were the driving forces behind this chapter.
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Ebony M. Duncan-Shippy, Sarah Caroline Murphy and Michelle A. Purdy
This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database…
Abstract
This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database reveals variation in depth, breadth, and intensity of BLM coverage in the following newspapers between 2012 and 2016: The St. Louis Post-Dispatch, The New York Times, The Washington Post, The Wall Street Journal, and Al Jazeera English. We review contemporary literature on racial inequality and employ Media Framing and Critical Race Theory to discuss the implications of our findings on public perceptions, future policy formation, and contemporary social protest worldwide.
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The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population…
Abstract
The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population, less highlighted is the growing number of individuals who identify as belonging to two or more races. This group of individuals currently constitutes the youngest, fastest growing racial subgroup. According to the US Census' projections, the two or more races population will grow by 226% between 2014 and 2060, almost double the Asian population, the next fastest growing subgroup. Though individuals with multiplicity to their racial backgrounds have existed in the United States since its inception, only recently has the government provided the option for individuals to quantify their self-reported belonging to multiple races. The resulting statistics alert educators to the fact that individuals identifying as biracial and multiracial are going to be an increasingly sizable group of students requiring, as all children do, individualized care and support within school walls. In this chapter, I draw upon Black-White biracial women's elementary school recounts to help educational practitioners understand lived experiences that inform young girls' navigations of the intersections of their Blackness and Whiteness in schooling spaces.
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