Embracing Diversity is about the craft of teaching, with a particular focus on celebrating the myriad of human identities through classic, contemporary, and unconventional texts. Secondary English language arts educators narrate their own experiences and provide insights by reflecting on aspects of everyday pedagogy. Featuring a rich array of texts designed to be both familiar and unfamiliar to the reader, the authors explore complex issues raised by a diverse body of writers, while simultaneously sharing methods that engage students to think critically. Topics include how students' learning is influenced by their identities; the importance of building relationships; creating a balanced curriculum; developing cultural responsivity and cultural sustainability; confronting (dis)comfort zonesadapting to different educational contexts; and considering how the COVID-19 pandemic changed teaching. This teacher-friendly resource illustrates how reflective practitioners are assisted in their goal of teaching literacy skills while encompassing issues of social justice. Book Features: Multiple examples of classroom activities for the secondary ELA classroom. User-friendly text boxes highlighting points of interest. Questions at the end of each chapter to help readers reflect on their own practices. Detailed appendices featuring recommended books and practical resources.
Sarah Bickens is an English teacher at Talent Unlimited High School, New York, NY. Frances Bittman is an English teacher at Greenwich High School, Greenwich, CT. David J. Connor is professor emeritus at Hunter College and The Graduate Center, City University of New York.
Contents Foreword Sonia Nieto ?xi Acknowledgments ?xv Introduction ?1 Who Is This Book For? ?2 Why Did We Write This Book? ?2 Theoretical Grounding in Social Justice ?5 Why Is It Important for Teachers to Critically Reflect? ?8 Critical Self-Reflection and Whiteness ?10 Structure and Content of Chapters ?20 A Note on How We Developed Text ?23 1. ?Assessing How Students' Identities and Communities Influence Their Learning and Our Teaching ?25 Why Contemplating Student Communities and Identities Matters ?28 Selected Practices ?29 Reflection and Risk-Taking ?42 Summary ?43 Questions for Further Reflection ?44 2. ?Building Relationships With Students ?45 Why Relationships Matter ?47 Selected Practices ?47 Summary ?68 Questions for Further Reflection ?68 3. ?Creating a Balanced Curriculum ?71 Why a Balanced Curriculum Matters ?72 Selected Practices ?77 Coda ?89 Summary ?92 Questions for Further Reflection ?92 4. ?Developing Cultural Responsivity and Culturally Sustaining Practices ?95 Why Culturally Responsive and Sustaining Pedagogies Matter ?97 Selected Practices ?99 Summary ?110 Questions for Further Reflection ?111 5. ?Confronting (Dis)comfort Zones ?113 Why Confronting (Dis)comfort Matters ?113 The Pedagogy of Discomfort and the Importance of (Dis)Comfort Zones ?115 Selected Practices ?124 Embracing Diversity ?131 Reflecting on Morality ?133 Summary ?135 Questions for Further Reflection ?136 6. ?Adapting to Different Educational Contexts ?137 Why Adapting to Educational Contexts Matters ?137 Selected Practices ?140 Considerations and Implications for Embracing Diversity in Your New Position ?153 Summary ?155 Questions for Further Reflection ?156 7. ?Considering What the Pandemic Has Taught Us About Teaching ?157 Why Considering What the Pandemic Has Taught Us About Teaching Matters ?158 Some Benefits of Online Teaching ?161 Some Cautions About Online Teaching ?165 Selected Practices ?169 Things We Wonder About ?176 Summary ?177 Questions for Further Reflection ?177 8. ?Reflecting Upon What Teaching Has Taught Us ?179 Notes ?203 References ?205 Index ?223 About the Authors ?237
"The authors offer valuable insights into providing a diverse high school English language arts curriculum, building relationships with students, working with colleagues, and other critical aspects that impact teaching. Their book also introduces the extensive literature on culturally responsive teaching strategies. They conclude with a chapter reflecting on what teaching has taught them. Recommended. Advanced undergraduates, graduate students, and practitioners." -CHOICE
