Here's what we've found...
Current Classrooms
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In "'Posts' Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms," Kevin K. Kumashiro suggests it may be because:
What might happen when the same literary voices continue to dominate high school classrooms? Kumashiro suggests this may result in:
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Literature Review and Vision
Based on our research, we've compiled a list of action steps teachers, students, and faculty can take to promote the equitable representation of diverse voices in the high school English classroom:
from "'Posts' Perspectives"This article addresses the partial knowledges that students come to class with. It is up to educators to challenge preconceived notions and allow students to defend their positions.
from "Developing social justice literacy"Many English teachers ignore the lack of diversity in their curriculum. This article outlines the importance of validating and supporting oppressed groups and seeking to learn from them in addition to teaching them. Curriculum should feel inclusive to all groups, and this can happen when teachers take on roles as allies for their students.
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from "Good and just teaching: the case for social justice in teacher education"This article "reflects an essential purpose of teaching in a democratic society in which the teacher is an advocate for students whose work supports larger efforts for social change" (1). The authors point out that "good and just teaching" is related to social justice and advocating for students to have equal opportunities and resources within the classroom. Socially just syllabi allow for teachers to set a positive precedent from the beginning. We've designed our own syllabi to promote an equitable representation of voices in the English classroom.
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What can you do to make a difference?
For Teachers and Faculty
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For Students
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