Abstract
What happens if we put marginalized students at the center of every decision we make at a school? How might that changing curriculum, pedagogy, and programming in ways that benefit all students? Teachers have a responsibility to prepare students for a future in which productive and innovative work depends increasingly on being able to collaborate with people with different identities, skill sets, and life experiences. To this end, teachers must increase what Paul Gorski calls “equity literacy” within the framework of their particular disciplines. In this interactive workshop, I share insights about how to create systems that increase equity literacy for all students by amplifying underrepresented voices. Marginalized students come to school each day with experiences and perspectives that are often ignored or undervalued as part of the day-to-day realities of learning within an educational institution. However, finding ways to support and uplift marginalized students’ understandings about their identities and about the world can create important points of connection that deepen learning for every student. Doing so empowers marginalized students to take a more active role in the classroom and inspires all students to respect and honor differences both now and in the future.
Presenters
Nadine C HallDirector of Diversity, Equity, and Inclusion, Greenhills School, Michigan, United States
Details
Presentation Type
Theme
Learner Diversity and Identities
KEYWORDS
Equity, Marginalized, Curriculum, Pedagogy, Literacy
