Equity & cultural responsiveness in the middle grades /
Equity & cultural responsiveness in the middle grades /
Equity and cultural responsiveness in the middle grades
edited by Kathleen Brinegar, Northern Vermont University, Lisa Harrison, Ohio University, Ellis Hurd, Illinois State University.
- 1 online resource (xiii, 355 pages).
- The handbook of research in middle level education series .
- Handbook of research in middle level education series. .
Includes bibliographical references.
Exploring the convergence of developmentalism and cultural responsiveness / Missed opportunities, no more / A framework for responsive middle level mathematics teaching / The (un)muted voices of middle grades youth experiencing homelessness / "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / Middle (mis)management: Staff sanctioned vicitimization in the middle grades / Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / Creating a space for a culturally sustaining pedagogy / #NoDAPL: Collaboratively designing culturally responsive curriculum / Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / Establishing a pedagogy of equity and culturally responsiveness in the middle grades / Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar -- Mark D. Vagle, Tracy M. Hamel -- Cheryl R. Ellerbrock, Eugenia Vomvoridi-Ivanovic -- Matthew J. Moulton -- Mark B. Pacheco, Blaine E. Smith -- Brendan Downing -- ThedaMarie Gibbs Grey -- James Nagle, Will Andrews -- Becky Beucher, Amy Smith -- Kriss Y. Kemp-Graham -- Bogum Yoon, Christine Uliassi -- M. Shelley Thomas, Penny B. Howell -- Toni M. Williams -- Amy S. Murphy, Brianna L. Kennedy -- Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd -- Foreword -- Acknowledgements -- Section I: Unpacking the failures of relying on developmentalism at the middle level. Part II: Supporting young adolescents with marginalized identities. Section III: Building equitable spaces through the implementation of culturally responsive practices. Section IV: Empowering middle level educators to work with youth with marginalized identities. About the editors -- About the contributors.
"While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence-a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner"--
9781641136754 electronic book 1641136758 electronic book paperback paperback hardcover hardcover
2019980690
Educational equalization.
Middle school education.
Middle school students--Social conditions.
Multicultural education.
Démocratisation de l'enseignement.
Enseignement moyen.
Élèves d'école moyenne--Conditions sociales.
Éducation interculturelle.
EDUCATION--Secondary.
Multicultural education.
Middle school students--Social conditions.
Middle school education.
Educational equalization.
Interdisciplinary approach in education.
Middle school teaching.
Electronic books.
LC213 / .E6754 2019
379.2/6
Includes bibliographical references.
Exploring the convergence of developmentalism and cultural responsiveness / Missed opportunities, no more / A framework for responsive middle level mathematics teaching / The (un)muted voices of middle grades youth experiencing homelessness / "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / Middle (mis)management: Staff sanctioned vicitimization in the middle grades / Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / Creating a space for a culturally sustaining pedagogy / #NoDAPL: Collaboratively designing culturally responsive curriculum / Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / Establishing a pedagogy of equity and culturally responsiveness in the middle grades / Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar -- Mark D. Vagle, Tracy M. Hamel -- Cheryl R. Ellerbrock, Eugenia Vomvoridi-Ivanovic -- Matthew J. Moulton -- Mark B. Pacheco, Blaine E. Smith -- Brendan Downing -- ThedaMarie Gibbs Grey -- James Nagle, Will Andrews -- Becky Beucher, Amy Smith -- Kriss Y. Kemp-Graham -- Bogum Yoon, Christine Uliassi -- M. Shelley Thomas, Penny B. Howell -- Toni M. Williams -- Amy S. Murphy, Brianna L. Kennedy -- Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd -- Foreword -- Acknowledgements -- Section I: Unpacking the failures of relying on developmentalism at the middle level. Part II: Supporting young adolescents with marginalized identities. Section III: Building equitable spaces through the implementation of culturally responsive practices. Section IV: Empowering middle level educators to work with youth with marginalized identities. About the editors -- About the contributors.
"While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence-a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner"--
9781641136754 electronic book 1641136758 electronic book paperback paperback hardcover hardcover
2019980690
Educational equalization.
Middle school education.
Middle school students--Social conditions.
Multicultural education.
Démocratisation de l'enseignement.
Enseignement moyen.
Élèves d'école moyenne--Conditions sociales.
Éducation interculturelle.
EDUCATION--Secondary.
Multicultural education.
Middle school students--Social conditions.
Middle school education.
Educational equalization.
Interdisciplinary approach in education.
Middle school teaching.
Electronic books.
LC213 / .E6754 2019
379.2/6