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Description
By: Patrick Sylvain, Jalene Tamerat, Marie Lily Cerat | Series: Race, Education, and Democracy
A critical resource for K-12 educators that serve BIPOC and first-generation students that explores why inclusive and culturally relevant pedagogy is necessary to ensure the success of their students
The practices and values in the US educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. BIPOC dropout rates and levels of stress and anxiety have linked with non-inclusive school environments. In this collection, 3 educators tell and will draw on their experiences as immigrants and educators to address racial inequity in the classroom and provide a thorough analysis of different strategies that create an inclusive classroom environment. White educators that serve BIPOC students will benefit from these reflections on incorporating culturally relevant pedagogies that value the diverse experiences of their students.
With a focus on Haitian and Dominican students in the US, the authors will reveal the challenges that immigrant and first-generation students face. They’ll also offer insights about topics such as:
• How do language policies and social justice intersect?
• How can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum?
• How can educators center the needs of the student within the classroom?
• How can educators support Haitian Creole-speaking students?
A critical resource for K-12 educators that serve BIPOC and first-generation students that explores why inclusive and culturally relevant pedagogy is necessary to ensure the success of their students
The practices and values in the US educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. BIPOC dropout rates and levels of stress and anxiety have linked with non-inclusive school environments. In this collection, 3 educators tell and will draw on their experiences as immigrants and educators to address racial inequity in the classroom and provide a thorough analysis of different strategies that create an inclusive classroom environment. White educators that serve BIPOC students will benefit from these reflections on incorporating culturally relevant pedagogies that value the diverse experiences of their students.
With a focus on Haitian and Dominican students in the US, the authors will reveal the challenges that immigrant and first-generation students face. They’ll also offer insights about topics such as:
• How do language policies and social justice intersect?
• How can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum?
• How can educators center the needs of the student within the classroom?
• How can educators support Haitian Creole-speaking students?
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