Overview

"This book shows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. While portraits of culturally conscious literacy teachers are now readily available, becoming such a teacher continues to be a challenge. Drawing from 60+ years of experience working with teacher candidates and teachers in the city of Philadelphia, 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. Recognizing that educators can be overwhelmed trying to match the realities they face daily with the theory behind good practice, Connecting Equity, Literacy, and Language packs a lot of big ideas into one readable, concise book that is perfect for use in literacy methods courses. The text includes definitions and examples of equity concepts, relatable teacher vignettes, and ""Pause and Reflect"" boxes to encourage reflection and classroom conversation. Book Features: Examines the central problems of students' disconnection with school, spirit murdering, and the teacher education gap. Looks at inequities that have become normalized in classrooms and schools through standardized testing, literacy teaching routines and structures, and deficit-laced language about students and families. Discusses literacies and languages as cultural practices and the need to be vigilant about the linguistic violence that occurs when students' languages are delegitimized. Describes critically and culturally centered teaching frameworks. Provides vivid examples of advocacy-focused teaching."

Full Product Details

Author:   Althier M. Lazar ,  Kaitlin K. Moran ,  Shoshanna Edwards-Alexander
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Weight:   0.272kg
ISBN:  

9780807768754

ISBN 10:   0807768758
Pages:   160
Publication Date:   31 December 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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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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Author Information

Althier M. Lazar is a professor of education at Saint Joseph's University. Her books include Culturally Sustaining Literacy Pedagogies, Schools of Promise for Multilingual Students, Bridging Literacy and Equity, and Practicing What We Teach. Kaitlin K. Moran is an assistant professor of teacher education at Saint Joseph's University. Shoshanna Edwards-Alexander is a clinical assistant professor of social work for the School of Education and Human Development at Saint Joseph's University.

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