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Readings- Equity Literacy For All by: Gorski and Swalwell, Inviting All Student’s to Learn by: Dack and Tomlinson and The Culturally Responsive Teacher by: Villegas and Lucas
Equity Literacy For All- This article stated that equity rather than culture should be put at the center of the diversity conversation. There are five guiding principles that are useful to keep in mind with planning for equity literacy in curriculum. The first one is, equity literacy is important in every subject area (Gorski and Swalwell, 2015). This requires teaching content through the equity lens not getting rid of content to teach equity. The second principle which is the most effective equity literacy approach is integrative and interdisciplinary (Gorski and Swalwell, 2015). The next principle is student of all ages are primed for equity literacy (Gorski and Swalwell, 2015). Yes, even students as young as Kindergarten can learn about equity. The fourth principle is students from all backgrounds need equity literacy (Gorski and Swalwell, 2015). This is not just for students who live in a low-income area but should also be taught to students in wealthy areas as will. The final principle is teaching for literacy is a political act but is no more than not teaching for equity literacy (Gorski and Swalwell, 2015).
Inviting All Students to Learn- The quote at the beginning of the article helped summarized the article, “These four steps can help teachers become more aware of the cultures within their classrooms so they can help all learners succeed (Dack and Tomlinson, 2015).” The first step is to recognize and appreciate cultural variance. It is important for teachers to seek knowledge about the cultures of the students in their classroom. The second step is to learn about and look for culturally influenced learning patterns. The article states, “Each new layer of understanding provides a platform for creating a classroom in which all comers can feel at home (Deck and Tomlinson, 2015).” The third step is to look beyond cultural patterns to see individuals. It is important to know that not all cultural patterns are the same for each individual within that culture. The final steps is to plan inviting curriculum and instruction. Find way to engage all students by connecting new ideas and events with students’ varied cultures and experiences (Dack and Tomlinson, 2015)
The Culturally Responsive Teacher- This article starts out talking about a young child named Belki. She moved to the United States from the Dominican Republic. Her teacher thought she did not know anything because she was quiet in class. They did not know that she helped take care of her two younger siblings and helped her mother out at the market on the weekends to help with money. This really shows how as teachers, we really need to get to know all of our students. Teachers should know about student’s family life, if they immigrated to America, concerns and strengths. Teachers should also be sociocultural conscious. The article defines sociocultural consciousness the awareness that a person's worldview is not universal but is profoundly influenced by life experiences, as mediated by a variety of factors, including race, ethnicity, gender, and social class (Villegas and Lucas, 2007). It is important for teachers to understand how the learners in their classrooms construct knowledge. Teachers should also use appropriate instructional strategies when teaching students from different cultures. (Villegas, 2007)
This articles made me think about all the different backgrounds of the students at the Boys and Girls Club. I was reminded, while reading, how important it is to get to know all the students in my classroom. In my classroom, I would like to do this by sending home a family survey asking students and parents about their cultural background, concerns families may have about my classroom and the strengths of the students. While I have been at the club, I have taken the time to get to know each student. I have been documenting this in a journal. I have been asking students about their families and interests both in and out of school. I will use all this information to create a lesson plan later on this semester. I have only focused on five students while being at the club but I know that when I am in the classroom, I will have to get to know all the students in my class.