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OverviewEven from the earliest grades, children have the rights to read and write - not just in dominant American English, but also in their own languages and dialects. Historically narrow definitions of reading and writing, however, often prevent children of colour and immigrants from having access to texts that reflect their diverse cultures and backgrounds. Promoting an equitable and inclusive understanding of literacy, Mariana Souto-Manning and her teacher contributors explore how elementary teachers can welcome the voices and languages of their students into their classrooms in their pursuit of reading and writing experiences that showcase children’s skills and practices. Eight New York City public school teachers illustrate how the principles detailed in two NCTE position statements - NCTE Beliefs about the Students’ Right to Write and The Students’ Right to Read - come alive in their diverse classroom settings. When teachers view the communities their students come from as assets to and in the school, children not only thrive through an inclusive curriculum, but they also gain confidence and belief in themselves as learners while developing a critical consciousness that can change the world. Full Product DetailsAuthor: Mariana Souto-Manning , Benelly Alvarez , Millie Davis , William FongPublisher: National Council of Teachers of English Imprint: National Council of Teachers of English Weight: 0.390kg ISBN: 9780814148204ISBN 10: 0814148204 Pages: 130 Publication Date: 30 June 2020 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of Contents"Part I - Teaching in the Pursuit of Justice: Students' Rights to Read and Write in Elementary School Part II - In the Classroom Chapter 1 - Students' Rights to Representation in the Early Childhood Curriculum Chapter 2 - Students' Right to Author Their Identities Chapter 3 - Students' Rights to Their Names, Languages, and Cultures Chapter 4 - """"Learning is mostly about English:"""" Students' Right to Trouble the Language of Power Chapter 5 - Students' Rights to Read and Write about Homophobia and Hate Crimes Chapter 6 - Students' Right to Trauma-Informed Literacy Teaching Part III - Insights, Resources, and Possibilities Chapter 7 - A Conversation with Jacqueline Woodson on Students' Rights to Read and Write Chapter 8 - Protecting Your Students' Rights to Read and Write and Yours to Teach Chapter Nine - In the Pursuit of Justice: On the Rights to Read and Write as Human Rights Annotated Bibliography Index Editor and Contributors"ReviewsAuthor InformationMariana Souto-Manning is a professor of early childhood education and teacher education at Teachers College, Columbia University and holds additional academic appointments at the University of Iceland and King's College London. She is founding codirector of the Center for Innovation in Teacher Education and Development (CITED). Her research examines inequities and injustices in early childhood teaching and teacher education, critically (re)centering methodologies and pedagogies on the lives, values, and experiences of intersectionally minoritized people of colour. Throughout her career, she has authored more than 100 articles and book chapters, published ten books (including the award-winning Reading, Writing, and Talk, with Jessica Martell), and received a number of research awards, including the American Educational Research Association Innovations in Research on Diversity in Teacher Education Award. She has served as trustee and chair of the NCTE Research Foundation. Tab Content 6Author Website:Countries AvailableAll regions |
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