In the Pursuit of Justice , livre ebook

National Council of Teachers of English (NCTE) - Benelly Alvarez

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95 pages

English

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Extrait

Description

Even 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.

Young children make meaning and make sense from the earliest years. They read facial expressions, engage in interactions, and read symbols across a variety of named languages. Historically narrow definitions of reading and writing, however, often prevent children of color and immigrants from having access to texts that reflect their diverse cultures and backgrounds. Classroom materials also often don't reflect the growing majority of multilingual children of color, compromising their right to access texts that reflect their cultural values, language practices, and historical legacies.

Promoting equitable, inclusive, and plural understandings of literacy, Mariana Souto-Manning and eight New York City public school teachers explore how elementary teachers can welcome into their classrooms the voices, values, language practices, stories, and experiences of their students who have been minoritized by dominant curricula, cultivating reading and writing experiences that showcase children's varied skills and rich practices.

Readers are invited to enter classrooms where teachers have engaged with the principles detailed in two NCTE position statements--NCTE Beliefs about the Students' Right to Write and The Students' Right to Read--in the pursuit of justice. Collectively, their experiences show that when teachers view the communities their students come from as assets to and in school, children not only thrive academically, but they also gain confidence in themselves as learners and develop a critical consciousness. Together, stepping into their power, they seek to right historical and contemporary wrongs as they commit to changing the world.

About Principles in Practice
Books in the Principles in Practice imprint offer teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements.

Each book discusses the research on a specific topic, links the research to an NCTE brief or policy statement, and then demonstrates how those principles come alive in practice: by showcasing actual classroom practices that demonstrate the policies in action; by talking about research in practical, teacher-friendly language; and by offering teachers possibilities for rethinking their own practices in light of the ideas presented in the books.

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.

Sujets

Reading Skills

Writting

Disciplines

Language Arts

Subjects

Teaching

EDUCATION

Philosophy

General officer

Subject

Writing

General

ELA

Informations

Publié par	National Council of Teachers of English (NCTE)
Date de parution	02 juin 2022
Nombre de lectures	0
EAN13	9780814100240
Langue	English

Informations légales : prix de location à la page 0,1250€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Dear Reader,
As a former high school teacher, I remember the frustration I felt when the gap between Research (and that is, by the way, how I always thought of it: Research with a capital R) and my own practice seemed too wide to ever cross. Research studies—those sterile reports written by professional and university researchers—often seemed so out of touch with the issues that most concerned me when I walked into my classroom every day. These studies were easy to ignore, in part because they were so distant from my experiences and in part because I had no one to help me see how that research could impact my everyday practice.
Although research has come a long way since then, as more and more teachers take up classroom-based inquiry, this gap between research and practice unfortunately still exists. Quite frankly, it's hard for even the most committed classroom teachers to pick up a research article or book, figure out how that research might apply to their classroom, convince their administrators that a new way of teaching is called for, and put it into practice. While most good teachers instinctively know that there is something to be gained from reading research, who realistically has the time or energy for it?
That gap informs the thinking behind this book imprint. Called Principles in Practice, the imprint publishes books that look carefully at the research-based principles and policies developed by NCTE and put those policies to the test in actual classrooms. The imprint naturally arises from one of the missions of NCTE: to develop policy for English language arts teachers. Over the years, many NCTE members have joined committees and commissions to study particular issues of concern to literacy educators. Their work has resulted in a variety of reports, research briefs, and policy statements designed both to inform teachers and to be used in lobbying efforts to create policy changes at the local, state, and national levels (reports that are available on NCTE's website, www.ncte.org ).
Through this imprint, we are creating collections of books specifically designed to translate those research briefs and policy statements into classroom-based practice. The goal behind these books is to familiarize teachers with the issues behind certain concerns, lay out NCTE's policies on those issues, provide resources from research studies to support those policies, and—most of all— make those policies come alive for teacher-readers.
This book is part of the seventh series in the imprint, a series that focuses on students’ rights to read and write. Each book in this series highlights a different aspect of this important topic and is organized in similar ways: immersing you in the research principles surrounding the topic (as laid out in two NCTE documents: The Students’ Right to Read and NCTE Beliefs about the Students’ Right to Write) and then taking you into actual classrooms to see how the principles play out. Each book closes with a teacher-friendly bibliography.
Good teaching is connected to strong research. We hope that these books help you continue the good teaching that you're doing, think hard about ways to adapt and adjust your practice, and grow even stronger in the vital work you do with kids every day.
Best of luck,

Cathy Fleischer
The Principles in Practice imprint offers teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements. Each book discusses the research on a specific topic, links the research to an NCTE brief or policy statement, and then demonstrates how those principles come alive in practice: by showcasing actual classroom practices that demonstrate the policies in action; by talking about research in practical, teacher-friendly language; and by offering teachers possibilities for rethinking their own practices in light of the ideas presented in the books. Books within the imprint are grouped in strands, each strand focused on a significant topic of interest.
Adolescent Literacy Strand
Adolescent Literacy at Risk? The Impact of Standards (2009) Rebecca Bowers Sipe
Adolescents and Digital Literacies: Learning Alongside Our Students (2010) Sara Kajder
Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature (2010) Deborah Appleman
Rethinking the “Adolescent” in Adolescent Literacy (2017) Sophia Tatiana Sarigianides, Robert Petrone, and Mark A. Lewis
Restorative Justice in the English Language Arts Classroom (2019) Maisha T. Winn, Hannah Graham, and Rita Renjitham Alfred
Writing in Today's Classrooms Strand
Writing in the Dialogical Classroom: Students and Teachers Responding to the Texts of Their Lives (2011) Bob Fecho
Becoming Writers in the Elementary Classroom: Visions and Decisions (2011) Katie Van Sluys
Writing Instruction in the Culturally Relevant Classroom (2011) Maisha T. Winn and Latrise P. Johnson
Writing Can Change Everything: Middle Level Kids Writing Themselves into the World (2020) Shelbie Witte, editor
Literacy Assessment Strand
Our Better Judgment: Teacher Leadership for Writing Assessment (2012) Chris W. Gallagher and Eric D. Turley
Beyond Standardized Truth: Improving Teaching and Learning through Inquiry-Based Reading Assessment (2012) Scott Filkins
Reading Assessment: Artful Teachers, Successful Students (2013) Diane Stephens, editor
Going Public with Assessment: A Community Practice Approach (2018) Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis
Literacies of the Disciplines Strand
Entering the Conversations: Practicing Literacy in the Disciplines (2014) Patricia Lambert Stock, Trace Schillinger, and Andrew Stock
Real-World Literacies: Disciplinary Teaching in the High School Classroom (2014) Heather Lattimer
Doing and Making Authentic Literacies (2014) Linda Denstaedt, Laura Jane Roop, and Stephen Best
Reading in Today's Classrooms Strand
Connected Reading: Teaching Adolescent Readers in a Digital World (2015) Kristen Hawley Turner and Troy Hicks
Digital Reading: What's Essential in Grades 3–8 (2015) William L. Bass II and Franki Sibberson
Teaching Reading with YA Literature: Complex Texts, Complex Lives (2016) Jennifer Buehler
Teaching English Language Learners Strand
Beyond “Teaching to the Test”: Rethinking Accountability and Assessment for English Language Learners (2017) Betsy Gilliland and Shannon Pella
Community Literacies en Confianza: Learning from Bilingual After-School Programs (2017) Steven Alvarez
Understanding Language: Supporting ELL Students in Responsive ELA Classrooms (2017) Melinda J. McBee Orzulak
Writing across Culture and Language: Inclusive Strategies for Working with ELL Writers in the ELA Classroom (2017) Christina Ortmeier-Hooper
Students’ Rights to Read and Write Strand
Adventurous Thinking: Fostering Students’ Rights to Read and Write in Secondary ELA Classrooms (2019) Mollie V. Blackburn, editor
In the Pursuit of Justice: Students’ Rights to Read and Write in Elementary School (2020) Mariana Souto-Manning, editor

NCTE Editorial Board: Steven Bickmore, Catherine Compton-Lilly, Deborah Dean, Antero Garcia, Bruce McComiskey, Jennifer Ochoa, Staci M. Perryman-Clark, Anne Elrod Whitney, Vivian Yenika-Agbaw, Kurt Austin, Chair, ex officio, Emily Kirkpatrick, ex officio
Staff Editor: Bonny Graham
Imprint Editor: Cathy Fleischer
Interior Design: Victoria Pohlmann
Cover Design: Pat Mayer
Cover Image: Karen Sprowal
NCTE Stock Number: 48204; eStock Number: 48211
ISBN 978-0-8141-4820-4; eISBN 978-0-8141-4821-1
©2020 by the National Council of Teachers of English.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.
NCTE provides equal employment opportunity (EEO) to all staff members and applicants for employment without regard to race, color, religion, sex, national origin, age, physical, mental or perceived handicap/disability, sexual orientation including gender identity or expression, ancestry, genetic information, marital status, military status, unfavorable discharge from military service, pregnancy, citizenship status, personal appearance, matriculation or political affiliation, or any other protected status under applicable federal, state, and local laws.
Every effort has been made to provide current URLs and email addresses, but because of the rapidly changing nature of the web, some sites and addresses may no longer be accessible.
Library of Congress Cataloging-in-Publication Data
Names: Souto-Manning, Mariana, editor. | National Council of Teachers of English, issuing body.
Title: In the pursuit of justice : students’ rights to read and write in elementary school / edited by Mariana Souto-Manning.
Description: Champaign, Illinois : National Council of Teachers of English, [2020] | Series: Principles in practice | Includes bibliographical references and index. | Summary: “Provides vivid examples of how elementary school teachers make NCTE's position statements on students’ rights to read and write and use their own languages come alive in their diverse classroom settings”—Provided by publisher.
Identifiers: LCCN 2019049211 (print) | LCCN 2019049212 (ebook) | ISBN 9780814148204 (trade paperback) | ISBN 9780814148211 (adobe pdf)
Subjects: LCSH: English language—Study and teaching (Elementary)—United States. | Lan