Description

Book Synopsis
Shows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. The authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies.

Table of Contents
  • Contents
  • Foreword Delicia Tiera Greene  ix
  • Acknowledgments  xi
  • Introduction  1
    Our Purpose  1
    Structure of the Book  3
    Who We Are  4
  • 1.  A Need for Advocacy-Focused Literacy Educators  7
    A Reckoning  7
    The Teacher Education Gap  11
    Teacher Development: Building Commitments and Competencies  13
    Connecting Equity, Literacy, and Language in a Landscape of Practice  17
    Conclusion  20
  • 2.  Understanding Ourselves and Others  21
    Developing a Critical Awareness of Race  21
    A Pathway to Understanding  25
    Stumbling and Getting Back Up Again  27
    Developing a Critical Awareness of Culture  29
    Developing a Critical Awareness of Intersectionality  33
    Conclusion  35
  • 3.  Inequities in Schools and Classrooms  36
    Pushing Kids Out of School  37
    Limitations of Literacy Curricula and Assessment  40
    Literacy Teaching Routines and Structures  44
    Deficit Descriptions and Approaches  46
    Conclusion  49
  • 4.  Racism in Schools and Society  51
    The Invention of Race: A Brief History  51
    The Impact of Racial Categorizations  53
    Misinterpreting Critical Race Theory and the Need to Address Racism in School  57
    Literacy Educator Activism: Noticing, Questioning, Challenging  61
    Conclusion  63
  • 5.  Many Literacies and Languages  65
    Rethinking Perspectives About Literacy and Language  65
    Autonomous and Ideological Conceptions of Literacy Revisited  67
    A Bit of History: The Heath Study  68
    Critiquing the "Word Gap" Research  70
    Englishes, Raciolinguistics, and Code-Meshing  71
    Multilingualism, Dynamic Bilingualism, and Translanguaging  75
    Conclusion  77
  • 6.  Toward Culturally Centered Teaching  79
    Meet Cecilia  80
    Meet Andrea  84
    Examining Teachers and Teaching Through Advocacy-Focused Frameworks  88
    Seeing Teachers Within and Beyond Frameworks  93
    Conclusion  94
  • 7.  Toward Critical Teaching  95
    Critical Literacy: Questioning Texts and the World  96
    Meet Jennifer  99
    Revisiting Andrea  101
    Youth and Educator Activism  103
    Revisiting Cecilia  103
    Meet Burton  104
    Connecting With Established Organizations  106
    Conclusion  108
  • 8.  Pathways Toward Advocacy-Focused Teaching  110
    Noticing Inequities and Envisioning Change  110
    Noticing Inequities and Forging Change  113
    Meet Kristin  114
    Next Steps  118
    Your Path Begins With You  118
    Envision and Forge Change  120
    Putting It All Together  124
  • References  127
  • Index  139
  • About the Authors  145

Connecting Equity Literacy and Language Pathways

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Order before 4pm today for delivery by Sat 3 Jan 2026.

A Hardback by Althier M. Lazar, Kaitlin K. Moran, Shoshanna Edwards-Alexander

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    View other formats and editions of Connecting Equity Literacy and Language Pathways by Althier M. Lazar

    Publisher: John Wiley & Sons
    Publication Date: 12/22/2023 12:00:00 AM
    ISBN13: 9780807768754, 978-0807768754
    ISBN10: 0807768758
    Also in:
    Literacy Educational strategies and policy: inclusion

    Description

    Book Synopsis
    Shows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. The authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies.

    Table of Contents
    • Contents
    • Foreword Delicia Tiera Greene  ix
    • Acknowledgments  xi
    • Introduction  1
      Our Purpose  1
      Structure of the Book  3
      Who We Are  4
    • 1.  A Need for Advocacy-Focused Literacy Educators  7
      A Reckoning  7
      The Teacher Education Gap  11
      Teacher Development: Building Commitments and Competencies  13
      Connecting Equity, Literacy, and Language in a Landscape of Practice  17
      Conclusion  20
    • 2.  Understanding Ourselves and Others  21
      Developing a Critical Awareness of Race  21
      A Pathway to Understanding  25
      Stumbling and Getting Back Up Again  27
      Developing a Critical Awareness of Culture  29
      Developing a Critical Awareness of Intersectionality  33
      Conclusion  35
    • 3.  Inequities in Schools and Classrooms  36
      Pushing Kids Out of School  37
      Limitations of Literacy Curricula and Assessment  40
      Literacy Teaching Routines and Structures  44
      Deficit Descriptions and Approaches  46
      Conclusion  49
    • 4.  Racism in Schools and Society  51
      The Invention of Race: A Brief History  51
      The Impact of Racial Categorizations  53
      Misinterpreting Critical Race Theory and the Need to Address Racism in School  57
      Literacy Educator Activism: Noticing, Questioning, Challenging  61
      Conclusion  63
    • 5.  Many Literacies and Languages  65
      Rethinking Perspectives About Literacy and Language  65
      Autonomous and Ideological Conceptions of Literacy Revisited  67
      A Bit of History: The Heath Study  68
      Critiquing the "Word Gap" Research  70
      Englishes, Raciolinguistics, and Code-Meshing  71
      Multilingualism, Dynamic Bilingualism, and Translanguaging  75
      Conclusion  77
    • 6.  Toward Culturally Centered Teaching  79
      Meet Cecilia  80
      Meet Andrea  84
      Examining Teachers and Teaching Through Advocacy-Focused Frameworks  88
      Seeing Teachers Within and Beyond Frameworks  93
      Conclusion  94
    • 7.  Toward Critical Teaching  95
      Critical Literacy: Questioning Texts and the World  96
      Meet Jennifer  99
      Revisiting Andrea  101
      Youth and Educator Activism  103
      Revisiting Cecilia  103
      Meet Burton  104
      Connecting With Established Organizations  106
      Conclusion  108
    • 8.  Pathways Toward Advocacy-Focused Teaching  110
      Noticing Inequities and Envisioning Change  110
      Noticing Inequities and Forging Change  113
      Meet Kristin  114
      Next Steps  118
      Your Path Begins With You  118
      Envision and Forge Change  120
      Putting It All Together  124
    • References  127
    • Index  139
    • About the Authors  145

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