RM Winter 2017 FINAL

9 / 72

Reading Matters
Justice Matters
Reading Matters | Volume 16 • Winter 2016 |9|
Developing an Equity Framework
Recognizing the inequities that exist around us is not
always an easy task. People from different backgrounds and
walks of life may see situations differently. By developing
an equity framework, teachers can begin to evaluate the
everyday situations they experience on the ground teaching.
One powerful way to build this skill is through analyzing real
world scenarios based on actual events (Gorski & Pothini, 2014).
Research shows that case studies deepen critical thinking and
problem solving skills (Brown & Kraehe, 2010; Heitzmann, 2008).
Through reading and examining case studies, teachers, both
in training and in the field, can participate in a process that
can build their capacities for evaluating and executing mindful
responses to the multifaceted, and often inequitable, classroom
environments in which they work (Leonard & Cook, 2010).
In their text dedicated to case studies involving diversity
and social justice education, Gorski & Pothini (2014) provide
a framework to help educators as they begin to dissect the
cases presented in the text. The framework involves critical
examinations of obstacles, perspectives, solutions.
Identify obstacles. Identifying the obstacles that students face
in schools is often difficult because these biases and inequities
are “hidden in day-to-day practices, school traditions, and quiet
interactions” (Gorski & Pothini, 2014, p. 15). Identifying these
obstacles can be especially trying for a teacher who has never
faced those obstacles in their own life. The big question here is:
what is the obstacle to equity? In other words, what is preventing
a student (family, teacher, group, etc.) from being able to fully
participate? It is important to remember that an obstacle to equity
is never the student’s identity itself, but rather the system in place
that bars that student from participating based on their identity.
Look at multiple perspectives. When examining a situation
using an equity framework, it is key to determine the players
in the case. By taking stock of varying perspectives, it becomes
easier to understand where others are coming from. It is often
easy to take the side of the individual who appears wronged
in a situation. It is more difficult to understand the person who
caused the harm. Seeking to remain neutral and understand
the motivations of each person involved opens an avenue for
understanding that can lead to more efficient solutions.
Determine micro and macro solutions. After closely
analyzing the problem and the perspectives of those involved,
its time to come up with solutions that are fair and equitable.
The proposed equity framework pushes for the consideration
of equitable outcomes for everyone involved. It’s important first
to distinguish between equal and equitable. Equality is viewed
as sameness while equity is fairness (Gorski & Pothini, 2014).
Some solutions may provide the same treatment for all students
but may not be equitable and fair for all. An example of this
may be a teacher who takes off points if homework isn’t signed
by a parent each night. This is the same treatment for all but it
would not be fair for a student whose parent works the evening
shift. There’s a chance this child doesn’t see their parent after
school. This would be an unfair policy for students like this.
Using the framework to deepen our awareness of problems that
actually occur in classrooms gives teachers a process for working
through the situations that arise in their work. Grappling with case
studies through conversations with others enhances equity skill
building through open exchanges of ideas. With enough practice,
the equity lens will become natural as teachers begin to evaluate
complex daily interactions with students, parents, and colleagues.
Integration into curriculum
Integration of equity pedagogies into the literacy curriculum
involves changing not what is taught, but rather how it is
taught. In other words, the content and standards remain the
same, but we shift our educational strategies to encourage
children to develop a mindset of inclusivity and empowerment.
This begins with the materials teachers use in their classroom.
Using an equity framework to evaluate classroom materials
can help literacy teachers expose students to a variety of texts
that promote acceptance mindsets by sharing texts that are
culturally responsive. Picture books, music, sculptures, videos,
plays, paintings, poetry, speeches, and political cartoons are
all excellent resources for learning across many content areas
(Ciardiello, 2010; Lucey & Laney, 2009; Serriere, 2010).
Teachers’ text selection should include multilingual and
multicultural books, even if all students in the class share the same
language and cultural background. It is important to avoid token
books about diversity by incorporating a variety of authentic
texts that do not include stereotypes (Shumaker & Quiñones,
2015) throughout the curriculum. Ensuring that resources express
authentic representations of communities and people and avoid
stereotypes and generalizations is an important part of the literacy
educator’s role (Cunningham & Enriquez, 2013). For example,
including picture books written in African American Vernacular
English (AAVE) in the classroom library validates students who
are from communities that use AAVE and promotes the idea that
dialects and vernaculars are valid languages (McCreight, 2010).
Teachers should use resources that children relate to as well
as ones that they may not in order to honor their identity and
expose them to cultures other than their own. Literacy educators
can also use resources that challenge and encourage discussion
of current events through the use of magazines and newspaper
articles (Soares &Wood, 2010; Spearman & Eckhoff, 2012).
Another aspect of curricular integration involves shifting
the manner in which instruction is presented. The objective
of this practice is to encourage agency, citizenship, and
critical analysis. The goal is that students will develop
confidence in the power of their own voice and see the
importance of using that voice to advocate for change.
To promote agency, or confidence in one’s voice, instruction
should be contextualized, relevant to the lives of students, and offer
an opportunity for every child to participate. Establishing a safe
environment for conversation in the classroom and stressing the
importance of each child’s voice encourages students to become