This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students’ critical literacies with traditional and critical content. Boyd offers a comprehensive model for taking social action with youth that also considers the obstacles teachers are likely to encounter. Presenting the case for more equity-oriented teaching, this rich resource examines the benefits of engaging students with critical pedagogies and provides concrete methods for doing so. Written for both pre- and inservice teachers, the text includes adaptable teaching models and tested ideas for preparing to teach for social justice. Book Features: <ul>
<li>Conceptualizes social justice as a set of “literacies” that can be learned and cultivated.</li> <li>Depicts social action projects being used to meet Common Core State Standards. </li> <li>Illustrates how social justice happens in small moments, both those that are planned and those that arise spontaneously. </li> <li>Shows teachers from rural and urban contexts adapting social justice to their teaching style and environment.</li>
</ul>

Social Justice Literacies in the English Classroom: Teaching Practice in Action (Language and Literacy Series)

Education & Teaching

Boyd, Ashley S.

Schools & Teaching

Teachers' College Press

This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students’ critical literacies with traditional and critical content. Boyd offers a comprehensive model for taking social action with youth that also considers the obstacles teachers are likely to encounter. Presenting the case for more equity-oriented teaching, this rich resource examines the benefits of engaging students with critical pedagogies and provides concrete methods for doing so. Written for both pre- and inservice teachers, the text includes adaptable teaching models and tested ideas for preparing to teach for social justice. Book Features:Conceptualizes social justice as a set of “literacies” that can be learned and cultivated.Depicts social action projects being used to meet Common Core State Standards. Illustrates how social justice happens in small moments, both those that are planned and those that arise spontaneously. Shows teachers from rural and urban contexts adapting social justice to their teaching style and environment.

Teaching to Exceed in the English Language Arts

Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. 
The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms. 
The third edition provides new material on: 
adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking 
planning instruction to effectively implement standards in the classroom 
teaching literary and informational texts, with a focus on authors of color 
integrating drama activities into literature 
teaching informational, explanatory, argumentative, and narrative writing 
supporting bilingual/ELL students 
using digital tools and apps to respond to and create digital texts 
addressing how larger contextual and political factors shape instruction 
fostering preservice teacher development

Teaching to Exceed in the English Language Arts: A Justice, Inquiry, and Action Approach for 6-12 Classrooms

Beach, Richard

Webb, Allen

Thein, Amanda Haertling

Routledge

Virtually all national standards now require students and teachers to understand the particulars of disciplinary literacy. But recently emerging scholarship suggests that disciplinary literacy is, by itself, an incomplete and potentially problematic approach to secondary literacy instruction. By asking students to "think like" or even "be like" experts, students may receive implicit messaging about whose knowledge is--and isn't--valued. Critical disciplinary literacy (CDL) creates space for, and highlights connections between, critical literacies and disciplinary literacies. CDL acknowledges disciplines as unique communities with their own specialized (and often exclusionary) skills, norms, practices, and discourses, but deviates from conventional applications of disciplinary literacy by responding to the ways in which power systems and the analytic skills needed to understand them work differentlybased on the disciplines at hand. A CDL instructional approach acknowledges that applying the critical literacy skills of "reading the word and the world" to understand the power dynamics of vaccine distributions requires a different skill set and strategy approach than looking at textual representations of masculinity in Romeo and Juliet. Written by a team of educators with over 70 combined years of classroom experience, Power Tools: 30 Critical Disciplinary Literacy Strategies for 6-12 Classroomsoffers readers research-based, multidisciplinary, ready-to-implement disciplinary literacy strategies from critical literacy lenses. The book sets itself apart from other strategy textbooks by offering creative strategy implementation that calls attention to power systems. Educators can learn, for example, how they might employ read-alouds to explore the global refugee crisis, or use the exit ticket strategy to help students reflect on the relationship between race and COVID statistics/experiences. Power Tools: 30 Critical Disciplinary Literacy Strategies for 6-12 Classroomsprovides standards-aligned lessons that both challenge and extend traditional engagement practices to build a more just world. Each chapter includes: <ul> <li>An overview of each strategy, situated within the research of best practices;</li> <li>Two disciplinary examples for each CDL strategy (e.g., an example of a CDL think-aloud in seventh grade math and tenth grade ELA classroom). Chapters provide resources such as examples of student work, discussion prompts, dialogue between teacher and students, and reprintables;</li> <li>Ideas for addressing resistance to CDL instruction.</li> </ul> Preservice and in-service teachers, as well as teacher educators and researchers, looking to do and support justice-oriented work in disciplinary spaces will find value in the book. Power Toolsis an ideal text to implement in courses such as Disciplinary Literacy, Secondary Literacy, Content Area Literacy, Methods/Strategies for Teaching Social Justice, Multicultural Education, ELA methods, Science methods, Social Studies methods, and Mathematics methods.

Power Tools: 30 Critical Disciplinary Literacy Strategies for 6-12 Classrooms

Baker, Katherine

Dyches, Jeanne

Kaulfuss, Alex

Myers Education Press

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