This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed literacy and language arts curricula looks like in practice.
This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed literacy and language arts curricula looks like in practice.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Amanda VandeHei-Carter is associate professor of literacy in the school of education at Nevada State College. Nayelee Villanueva is professor of writing and rhetoric in the department of English at the College of Southern Nevada. Christine Clark is professor and senior scholar for multicultural education, and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas.
Inhaltsangabe
Introduction by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark Part I: Literacy and Language Arts Education in the Community Chapter 1: Understanding Water as Social, Political, and Natural: An Example of Transformative Multicultural Literacy Teaching and Learning by Jeannette Driscoll Alarcón, Benjamin Francisco, Dara Nix-Stevenson, and Laura Shelton Chapter 2: Curation as a Literacy Practice: Bringing a Critical Lens to Traditional Field Trip Spaces by Amy Tondreau and Laurie Rabinowitz Chapter 3: Place-Based Literacies for a Multicultural World: A Framework for Literacy and Language Arts Curriculum Transformation in Rural Communities by Vicki Sherbert, Eileen Montalvo Wertzberger, and Ernestina Wiafe Part II: Literacy and Language Arts Education in the Classroom Chapter 4: The Question Matters Most: Using Student-Generated Inquiry Questions to Promote Student Agency and Curiosity in Texts in Classes of Diverse Learners by Merida Lang and Molly Sherman Chapter 5: Using Text Sets to Support the Development of Biliteracy in "English-only" Elementary Classrooms by Rhianna Henry, Aja E. LaDuke, and Alexandra Porrata Chapter 6: Backwards Design and Reading Complexity Circles by Kristen R. Strom Chapter 7: Toward a Critical Translanguaging Pedagogy: An AsianCrit Perspective by Sharon Chang and Yaojia Qu Chapter 8: Creating Culturally Relevant Classroom Libraries Using Children's Voices by Socorro García-Alvarado Part III: Literacy and Language Arts Education and Sense of Belonging Chapter 9: Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education by Alisun Thompson and Judith A. Scott Chapter 10: Inviting Decolonizing Analysis through Primary Sources: Constructing an Ethnic Studies Unit for Language Learners on the History of Segregation in California Schools by Tricia Gallagher-Geurtsen Chapter 11: "My Heaviest Verse'll Move a Mountain:" Hip Hop-Based Writing Instruction in the High School English Language Arts Classroom by Melody Andrews and Brittany Goldsby Chapter 12: Transformative Assessment: Ungrading by Nayelee Villanueva, Christine Beaudry, and Amanda VandeHei-Carter Coda by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark
Introduction by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark Part I: Literacy and Language Arts Education in the Community Chapter 1: Understanding Water as Social, Political, and Natural: An Example of Transformative Multicultural Literacy Teaching and Learning by Jeannette Driscoll Alarcón, Benjamin Francisco, Dara Nix-Stevenson, and Laura Shelton Chapter 2: Curation as a Literacy Practice: Bringing a Critical Lens to Traditional Field Trip Spaces by Amy Tondreau and Laurie Rabinowitz Chapter 3: Place-Based Literacies for a Multicultural World: A Framework for Literacy and Language Arts Curriculum Transformation in Rural Communities by Vicki Sherbert, Eileen Montalvo Wertzberger, and Ernestina Wiafe Part II: Literacy and Language Arts Education in the Classroom Chapter 4: The Question Matters Most: Using Student-Generated Inquiry Questions to Promote Student Agency and Curiosity in Texts in Classes of Diverse Learners by Merida Lang and Molly Sherman Chapter 5: Using Text Sets to Support the Development of Biliteracy in "English-only" Elementary Classrooms by Rhianna Henry, Aja E. LaDuke, and Alexandra Porrata Chapter 6: Backwards Design and Reading Complexity Circles by Kristen R. Strom Chapter 7: Toward a Critical Translanguaging Pedagogy: An AsianCrit Perspective by Sharon Chang and Yaojia Qu Chapter 8: Creating Culturally Relevant Classroom Libraries Using Children's Voices by Socorro García-Alvarado Part III: Literacy and Language Arts Education and Sense of Belonging Chapter 9: Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education by Alisun Thompson and Judith A. Scott Chapter 10: Inviting Decolonizing Analysis through Primary Sources: Constructing an Ethnic Studies Unit for Language Learners on the History of Segregation in California Schools by Tricia Gallagher-Geurtsen Chapter 11: "My Heaviest Verse'll Move a Mountain:" Hip Hop-Based Writing Instruction in the High School English Language Arts Classroom by Melody Andrews and Brittany Goldsby Chapter 12: Transformative Assessment: Ungrading by Nayelee Villanueva, Christine Beaudry, and Amanda VandeHei-Carter Coda by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark
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