Boys and Girls for Others
Keywords:critical multicultural education, English language learners, social justice education, integrated literacy, cultural relevant teaching
The paper describes a critical multiculturalist approach the author used, while working as a reading support teacher in a third grade classroom of English language learners. The author shares a step-by-step timeline she used to adopt a social justice agenda in the classroom, while teaching a unit. Through integration of reading and social studies content objectives, the author was able to meet students' reading needs, as well as foster critical thinking through questioning, art, discussion, and writing about matters that were relevant to the students' own lives, their familes' lives and the community, while learning the social studies content. Students were able to identify important problems, determine relevant themes within and across texts, as well as decide on potential solutions. Ultimately, the critical approach, helped students learn that they can be agents of change in their own communities, in and out of school.
Books, S. (Ed.). (3rd ed. 2006). Invisible children in the society and its schools. New York, NY: Routledge.
Boyd, F. B., Ariail, M., Williams, R., Jocson, K., Tinker Sachs, G. & McNeal, K. (2006). Real teaching for real diversity. Preparing English language teachers for the 21st. century classrooms. English Education, 38 (4), 329 - 350.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. 3rd ed. White Plains, N.Y: Pearson Education
Delpit L. (2006). Other people’s children: Cultural conflict in the classroom. New York, N.Y: The New Press.
Dover, A. G. (2013). Getting “Up to Code”: Preparing for and confronting challenges when teaching for social justice in standards-based classrooms. Action in Teacher Education, 35, 89- 102.
Esposito, J. & Swain, A. N. (2009) Pathways to social justice: Urban teachers’ uses of culturally relevant pedagogy as a conduit for teaching for social justice. Perspective on Urban Education, 38- 48.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Gay, G. (ND). A synthesis of scholarship in multicultural education. Downloaded 12/10/2013:
Gonzalez, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Gutstein, E. (2003. Teaching and Learning Mathematics for Social Justice in an Urban, Latino School. Journal for Research in Mathematics Education, 34(1), 37–73.
Hedgcock, J. S. & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and contents. New York, NY: Routledge.
Holloway, J. H. (2002). Integrating literacy with content. Educational Literacy. 60(3), 87- 88.
King, J.E. (Ed.). (2005). Black education. A transformative research and action agenda for the new century. New York, NY: Lawrence Erlbaum Associates.
Livingston, K. (2012). Quality in teachers’ professional career-long development. In J. Harford, B. Hudson & H. Niemi (Eds.), Quality assurance and teacher education. International challenges and expectations, (pp.35 – 52). Bern, Switzerland: Peter Lang.
Luke, A., Woods, A. & Weir, K. (Eds.), (2013). Curriculum, syllabus design and equity. A primer and model. New York, NY: Routledge.
Macedo, D. (2008). Poisoning racial and cultural identities. An educational challenge. In M. Brisk (Ed.), Language, culture and community in teacher education, pp. 1 – 17. New York, NY: Lawrence Erlbaum Associates/American Association of Colleges for Teacher Education.
Mantegna, S. (2013). Process and product: High school English learners redefined. Unpublished doctoral dissertation. Department of Middle Secondary Education, College of Education, Georgia State University.
McTighe, J. & Wiggins, G. (2004). Understanding by design. Alexandra, VA: Association for Supervision and Curriculum Development (ASCD).
Mehan, H. (1979). Learning lessons. Social organization in the classroom. Cambridge, MA: Harvard University Press.
Migliacci, N. & Stoops Verplaetse, L. (2008). Inclusive pedagogy in a Mandate-Driven Climate. In L. Stoops Verplaetse & N. Migliacci, (Eds.), Inclusive pedagogy for English Language Learners: A handbook of research-based-informed practices. Taylor and Francis.
Murray, O. (2010). A mindfulness to transcend pre-service lip-service: A call for k-12 schools to invest in social justice education. Multicultural Education, 17(3), 48-50.
Nieto, S. (1994). Affirmation, solidarity and critique: Moving beyond tolerance in education. Multicultural Education.
Sleeter, C. E. & Soriano, E. (Eds.). (2012). Creating solidarity across diverse communities. International perspectives in education. New York NY: Teachers College Press.
Stoops Verplaetse, L. & Migliacci, N. (2008). Inclusive pedagogy for English language learners. A handbook of research-informed practices. Taylor and Francis.
Tharp, R.G. & Gallimore, R. (1988). Rousing minds to life. Teaching, learning and schooling in social context. New York, NY: Cambridge.
Tinker Sachs, G., Hendley, M.L., Klosterman, S., Muga, E., Roberson, A., Soons, B., Wingo, C., & Yeo, M. Action, 21(2), (2008). Integrating funds of knowledge in the ESOL practicum: The missing element. GATESOL in Action, 23 – 30.
Stoops Verplaetse, L (2008). Inclusive pedagogy in a Mandate-Driven Climate. In Stoops Verplaetse, L. & Migliacci, N. (Eds). Inclusive pedagogy for English Language Learners: A handbook of research-based-informed practices. Taylor and Francis.
Wells, G. & Arauz Mejía, R. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15(3), 379-428.
Wink, J. (2010). Critical pedagogy: Notes from the real world (fourth edition). Upper Saddle River, NJ: Pearson.