Diverse Voices In Educational Practice
A wide range of expert educator and academic contributors ensure that diverse voices are meaningfully understood, with chapters placing an emphasis on minority and traditionally marginalised groups, including SEND, LGBTQIA+, and Global Majority students. The workbook advocates a clear and inclusive ethos and demonstrates how voice work can help to decolonise the curriculum, promote a positive LGBTQIA+ friendly school climate, and value pupil involvement. Moments for personal reflection, activities, and action plans allow practitioners to consider the role they play in facilitating the effective inclusion of those not normally involved in knowledge construction and decision-making processes.
Diverse Voices in Educational Practice
Blending key theory with practical strategies and takeaways, this workbook is an essential tool for practising primary and secondary teachers and teaching assistants, as well as educational psychologists, school counsellors, and other educational professionals interested in promoting inclusive voice practices.
The books children read in the classroom today look a lot like they did decades ago. Kim Parker, co-founder of #Disrupttexts, wants to change that. In this Harvard EdCast, she addresses the challenges facing educators trying to diversify books in their classroom. With diverse books regularly appearing on the American Library Association's most challenged and banned books in libraries and schools, Parker discusses this and our inability to move beyond the literary canon. She offers ideas for educators trying to take steps to incorporate diverse books in their practice and how parents can be supportive allies in the process.
Really, to move curriculum to ground practices in diverse texts is different, and that's the work we're after. Because if you teach, what is that, like Toni Morrison says, sort of like what moves at the margins. Like, if you move the margin to the center, that really changes your practice and it changes how you're interacting with young people. It changes how you think about equity and how you think about justice. I think that what we are finding too, and I probably no shocker, so many people are hesitant to really look at their own internal beliefs. What we do see from people who are changing are they're looking at themselves and then they're starting to work outwards.
This resource is based on the process we have used at REL Northeast & Islands to engage stakeholders with diverse roles, backgrounds, and experiences in meaning-making conversations focused on the interpretation of research findings to inform recommendations for policy or practice. These lessons may be useful for other research-practice partnerships interested in engaging diverse voices as part of similar meaning-making conversations.
Our professional obligation to disrupt racist and other discriminatory practices necessitates that we amplify diverse voices in the law school curriculum. By doing so, the curriculum would be more representative, demonstrating stories of success from all demographics and would encourage all students from a variety of backgrounds that they too can succeed and contribute to the profession. This ideal has always been true, but it is especially imperative now given the demographic shift toward more diverse student bodies.
Although this is only a sample and not a full-encompassing list of ways to amplify diverse voices in lawyering skills courses, this guide should help professors get the process of amplifying started. Faculty, staff, attorneys, and even teaching assistants can help further develop courses that demonstrate the power of all voices from various demographics.
Our professional obligations as lawyers demand that we disrupt and end racism and racist practices. This antiracist obligation necessitates a commitment to amplifying the voices that have been silenced for far too long.
Many teachers of mathematics have incorporated culturally responsive teaching (CRT) and culturally relevant pedagogy (CRP) as a means for incorporating diverse voices and broader representation of diverse communities in mathematics. Such CRP and CRT as the Seattle Public Schools framework acknowledge the historically rooted power dynamics between Western mathematics and ethnomathematics. It incorporates the cultural knowledge and histories of communities of color, and it attends to equipping learners with the knowledge to use mathematics to understand and critique the world.
All students deserve to be heard and see representations of their and other diverse communities in mathematics. Please share ways you incorporate diverse voices and representations of diverse communities in mathematics on MyNCTM.org or on Twitter.
This text is comprehensive in its approach to addressing equity and diversity in our field. The diverse group of contributors offers research-based expertise centering a variety of social identities. Regardless of role, this book provides useful information for improving practice.
Implementation of these strategies matters greatly. Efforts to incorporate student voice are stronger when they include the following elements: intentional efforts to incorporate multiple student voices, especially those that have been historically marginalized; a strong vision from educational leaders; clarity of purpose and areas of influence; time and structures for student-adult communication; and, most importantly, trust between students and educators.10 Policymakers and educators should also incorporate principles of universal design to ensure that these efforts are accessible to all students and recognize the voices of all students, including students with disabilities and students whose first language is not English.
For school-level governing bodies, partnering with students can help develop culturally sustaining educational practices and select curricula and instructional materials that are most relevant and engaging to their various communities. While teachers should be proactive in incorporating culturally responsive instruction, students can help highlight practices and instructional materials that align to student interests and values to help educators avoid blind spots.34
This article describes a new approach to graduate studies, that works at the dynamic intersection of environmental issues and social justice. The Master of Arts in Education with Urban Environmental Education program out of Antioch University in Seattle, has attracted a very diverse student body, who illuminate daily the challenges, struggles, and strategies unique to people of color striving to enter the environmental field. If cities are to be places where all thrive, unraveling inequity, exclusion, and discrimination is paramount. Diverse voices and experiences will build resilient cities.
Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity:
Tang: Diverse perspectives and authorship are a double-edged sword for open education. We can benefit from the enriched perspectives, and diverse perspectives can also resolve the shortage of open resources in certain domains or contexts. But we also need to make sure that diverse voices are equally represented. For example, we can easily find OER for psychology, history, and mathematics, but are we serving our primary beneficiaries in accessing those resources? One example that strikes me is the shortage of reliable, openly licensed resources in special education. I do think OER can be beneficial for special education, but my previous students teaching special education courses found it challenging to find reliable resources appropriate for their students with special needs. As an open education scholar, I am proud of the abundance of OER, but I am more concerned about the unheard voices of some of our primary beneficiaries.
Tang: If open pedagogy can be combined with authentic assessment, it might be more effective in making OER more apt for diverse contexts. We can encourage users to learn about OER and produce OER in an authentic context. Once again, we still need to focus on recognitive and representational justice when implementing OEP in diverse contexts. We need to respect local culture and encourage more local voices. This will help us make open pedagogy and OER more apt for diverse contexts.
"This is an important contribution to understanding the challengesfacing multiracial students in a world that resists seeing or understanding theirmultiracial identity. Offering reflections on multiracial identity theory, andthe voices of students and staff about navigating their multi-racialidentities, it concludes with ideas for improving services for multiracial students.Readers are provided with a unique view of the evolution of theory and practiceon multiracial identity through the perspectives of foundational theorists anda new generation of scholars who bring new insights questions and challenges tothis field." 041b061a72