RM Winter 2017

school. This would be an unfair policy for students like this.

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

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

Reading Matters Justice Matters

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

Reading Matters | Volume 16 • Winter 2016 scira.org | 9 |

CLICK HERE TO RETURN TO TABLE OF CONTENTS