Description
Book SynopsisThe nation's demographic of public schools are more ethnically, racially, and linguistically diverse than ever before (Strauss, 2014). However, there are still educational policies and practices that call to question whether traditionally marginalized students receive an equitable education. This is demonstrated in national achievement trends, which highlight disproportionality ratings among minoritized student groups. Also when examining school discipline policies, expulsion ratings, special education services, and school choice movements, all seem to handicap educational opportunity for low-income Black and Brown students. As American schools become more and more diverse, it is imperative that the literacy practices used to teach young students of color reflect the nation's changing demographic. This book provides practical insights guided by conceptual and contextual knowledge in understanding how to teach urban African American and Hispanic/Latino(a) students by discussing issues a
Trade ReviewCulturally Affirming Literacy Practices for Urban Elementary Students is a timely and welcomed addition to my professional library. A valuable resource for literacy educators, this volume fills a crucial gap in the professional literature by addressing both pedagogy and instructional suggestions for meeting the diverse literacy needs of students. The authors and contributors bridge the gap between theory and practice, offering unique insights to advance literacy learning for elementary students, particularly English language learners, in urban education settings. -- Maryann Mraz, Professor, University of North Carolina at Charlotte
Culturally Affirming Literacy Practices for Urban Elementary Students meets its purpose of providing ways in which curriculum and instruction can be culturally affirming and appropriate for urban elementary students. The text offers both theoretical foundations as well as descriptions and concrete examples of culturally responsive teaching in action. While conceptually and contextually the text has depth, it can be read and understood with ease. The diversity of contributors and topics rounds out the text in ways that make it accessible and applicable to novice as well as to seasoned educators. -- Adriana Medina, Associate Professor of Reading and Elementary Education, University of North Carolina at Charlotte
I can’t wait to add this book to my collection! It offers a wealth of principles and practices for urban education that are respectful of students’ cultural and community resources — and their tremendous capacities as learners. You will leave this book with practical instructional strategies and inspiration to provide ambitious and meaningful instruction for all students. -- Nell K. Duke, Professor of Literacy, Language, and Culture, University of Michigan
I anticipate that this book will inspire educators. The authors closely examine the influence of power and identity on social exchanges within classrooms. This will have a profound influence on culturally affirming pedagogy. -- Keri-Anne Croce, Associate Professor, Elementary Education, Towson University
This book is a must read for educators, and it clearly outlines issues and provides practical responses for improving literacy in urban schools. Often books highlight a deficit approach to address urban literacy issues; however, this book uses a strengths-based approach with many of the chapters using empowering culturally responsive projects that enhance learning for many urban students. Culturally Affirming Literacy Practices for Urban Elementary Students captures teaching practices that range from culturally responsive teaching to using technology and social media aps as tools for learning for digital natives. -- Patricia Larke, Professor of Teaching Learning and Culture, Texas A&M University
Table of ContentsAcknowledgments Foreword Nancy Gallavan Chapter 1: Introduction: The Continued Era of Language Discrimination for Minoritized Students: Implications for Culturally Affirming Literacy Practices in Urban Elementary Schools Lakia Scott, Baylor University Chapter 2: A Framework for Critical Social Justice Literacy in Urban Elementary Schools Dana Stachowiak, University of Louisiana at Lafayette Chapter 3: Reauthorizing Excellence in Literacy Teaching for African American Learners Melanie Acosta, University of Alabama Chapter 4: Harambee!: Successful, Culturally-Centered Literacy Instruction for Struggling Readers through the Children Defense Fund’s Freedom School Model Marcia Watson, Towson University Chapter 5: Beyond Basic Instruction: Effective Civic Literacy Instruction in Urban School Settings Barbara Purdum-Cassidy, Baylor University, and Karon LeCompte, Baylor University Chapter 6: Affirming the Identities of English Learners through Purposeful, Project-Based Literacy Instruction Catherine Reischl, University of Michigan, and Debi Khasnabis, University of Michigan Chapter 7: Critical Pedagogies for Increasing English Language Learners’ Reading and Writing Achievement Cherese Childers-McKee, University of North Carolina at Greensboro, Libra Boyd, University of North Carolina at Greensboro, and Corliss Brown Thompson, Northeastern University Chapter 8: How Does your Garden Grow? Using Nature to Bridge the Language Gap with Young English Language Learners Elena King, Greensboro College, and Michelle Plaisance, Greensboro College Chapter 9: Culturally Relevant Texts and Urban English Language Learners Jessica Meehan, Tarleton State University Chapter 10: Moving Beyond Apartheid Schooling and “Adequate Education”: Empowering the Minoritized through Critical Media Literacy Elena Venegas, Baylor University Chapter 11: “Started from the Bottom Now We Here”: Helping Educators to Empower Urban Students about their Futures by Liberating them from Cultural Past Lakia M. Scott, Baylor University and Marcia Watson, Towson University Chapter12: Teaching with the Technology: Apps, Software, and Social Media Explored for the Urban Literacy Classroom Jason Trumble, University of Central Arkansas, and Michael Mills, University of Central Arkansas Chapter 13: Preparing Pre-Service and In-Service Educators to Use Instructional Technology as a Differentiation Tool in English Language Arts and Reading Leanne Howell, Baylor University, and Brent Merritt, Midway Independent School District Chapter 14: Professional Development and Classroom Resources for the Elementary Literacy Educator Sherry McElhannon, Literacy Fusions, and Jessica Rogers, Literacy Fusions About the Editors About the Contributors Index
