RM Winter 2017

Planting Seeds for New Perspectives: Bringing Equity into the Literacy Classroom

By Grace Farley and Rachael L. Ross, Clemson University

Reading Matters Justice Matters

government and political systems, the historic oppression and inequity (e.g., segregation and Jim Crow Laws; the invasion and forced assimilation of Native American communities) that has had a lasting effect on the degree of academic engagement, achievement, and corresponding economic success that students from these communities are able to enjoy (Bell, 2007). Ideally, all students would encounter a culturally-relevant pedagogy (Ladsen-Billings, 2014) and learn about the value of diversity by the very nature of schools themselves—where all students would have teachers and peers from a variety of backgrounds. The reality is that our schools remain quite segregated and our teachers are mostly white, cis-gendered women (born with female anatomy and who identify as female) (Boser, 2014). In fact, the amount of diversity among teachers has decreased recently though the amount of diversity among students continues to increase (Boser, 2014). As a result, teachers need to be even more intentional about tackling topics of inclusive diversity and corresponding issues of social equity as part of the school day. In order to do this, teachers must include all students in the curriculum, challenge anything that prevents their full inclusion, and provide opportunities for all students to learn about equity issues. Research has shown that attention to cultural context within a learning environment greatly affects student achievement (González, Moll, & Amanti, 2005). If students connect with the material and see themselves represented in the learning, they can learn more and perform at higher levels. Furthermore, students who have developed an understanding of equity and respect can use those tools to educate those around them. In order to become advocates for positive change to this end, young people need to have their own identities validated, challenge their own ignorance and biases, develop a conscious understanding of the role of inequity in their world, and find their voice to take action for justice. Preparing to Be an Equitable Educator The first steps toward supporting students in an equitable classroom involve developing a lens to recognize inequity and then finding the tools to act on these issues. Universities have a unique opportunity to instill these mindsets in their teacher candidates so they enter the field motivated to create equitable classrooms. By offering courses related to social justice and the 21st century learner, preservice teachers can develop the mindset of an equitable educator through understanding equity pedagogy. Teachers in the field can also begin to develop these attitudes and beliefs by diving into the literature and seeking out activities, resources, and ideas that promote equity in the classroom. This article provides a list of resources and ideas that teachers can take into their classrooms.

ABSTRACT—American classrooms are becoming increasingly diverse. Teachers are charged with meeting the diverse needs of the individual learners in their classrooms. Teachers should enact equitable practices that allow students of various backgrounds to engage in learning that incorporates their diverse culture and provides opportunities to learn about others. Social justice education seeks to create classrooms where students feel their voices are heard and their identity matters. This article shares a framework that teachers can use to evaluate everyday situations to arrive at the most equitable outcome for their students. The authors also share ideas for classroom instruction that promote social justice. Teachers can begin planting seeds of social justice through their equitable classroom practices. Prejudice embedded in the fabric of a nation can appear to be impossible to change, especially when we repeatedly learn of tragedies across the country that are committed on the basis of deeply-held beliefs of ignorance and hatred toward a specific group of people. In the midst of these unjust acts, schools remain a potentially powerful avenue in which to shift these mentalities in future generations. The Southern Law Poverty Center (2010) explains “[b]ecause stereotypes underlie hate, and because almost half of all hate crimes are committed by young men under 20, [acceptance] education is critical. Schools are an ideal environment to counter bias, because they mix youth of different backgrounds, place them on equal footing and allow one-on-one interaction.” Whether it is in pre-k or high school, the amount of time students spend in school is one of our biggest assets for planting seeds of acceptance. In order to create a more just society, schools need to better include the voices of non-majority students. All students should be educated on the value of diversity and given the knowledge and tools to combat historical and present-day inequities. Social justice education seeks to create classrooms that promote social equity where all children feel valued and secure in their identity through equity pedagogy. From a social justice framework, equity pedagogy promotes teaching that investigates the nature of power structures that are inherent in our current racial, socioeconomic, and class hierarchies. Beyond simply recognizing differences, equity pedagogy takes a critical stance that moves from word to actions to ensure all students are provided a just and fair education. The need for a focus on equity pedagogy grows even more essential as the amount of ethnic, socioeconomic, and cultural diversity increases. Ethnic diversity is increasing rapidly as a result of natural population growth and recent immigration (Boser, 2014). Additionally, this kind of education is important if we are to tackle the issues of inequity within our own school systems that are the result of past injustices against particular groups of people. Our education system cannot be separated from our

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