The skills and dispositions that empower, support, and position individuals to recognize, respond to, and redress conditions that deny some students access to quality educational opportunities received and enjoyed by their peers, and in doing so, resultantly sustains equitable learning environments for all students and their families (Gorski, 2014 AU44: The citation "Gorski, 2014" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ).
Published in Chapter:
Developing Equity Literacy through Diverse Literature for Children and Young Adults
Suzanne Fondrie (University of Wisconsin – Oshkosh, USA), Marguerite Penick-Parks (University of Wisconsin – Oshkosh, USA), and Omobolade Delano-Oriaran (St. Norbert College, USA)
Copyright: © 2017
|Pages: 24
DOI: 10.4018/978-1-5225-0897-7.ch010
Abstract
This chapter highlights the application of the equity literacy framework as a curricular approach to infusing diverse and multiple perspectives in PK-12 school curriculum, and presents a rationale for developing equity literacy in PK-12 students. It provides texts and related teaching ideas appropriate for supporting that development. Gorski's (2014b) equity literacy framework is the basis for the rationale and the text selection. The chapter organizes suggested texts into seven strands: race, social class, culture, global perspectives, power and privilege, gender/sexuality, and intersectionality. The final section presents excellent multicultural literature for each of the strands across grade levels.