Cultivating Equity Literacy in Schools and Communities
Routledge (Verlag)
9781032976143 (ISBN)
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This book draws on research in community-based literacy, geospatial literacy, family literacy, and ethnography to examine complex dynamics of school choice and decision-making, and how literacy plays a role in increasing equity in schools and communities.
Cultivating Equity Literacy in Schools and Communities begins by introducing the topics and intersections of school equity, advocacy, and place-based literacy, and describes the unique methodology of Multigenerational Collaborative Ethnography that is used in the book to understand schools’ material, social, and reputational change over time. Chapter 3 examines case studies of elementary schools across the Hillsdale Public Schools (HPS) district, highlighting two schools at opposite ends of the socio-economic spectrum. The following five chapters offer perspectives and counterstories from families, educators, and children about school choice in their communities, and show how literacy (for children, families, and educators) is an essential tool to navigate the school decision-making process. Finally, the volume reflects on how we can and should define a “good” school through ethnographic understandings of the counterstories discussed.
This book will be beneficial reading for scholars and advanced students of Literacy, Sociology of Education, and Social Justice Education, as well as those interested in school choice and decision-making, community-based research, qualitative research methods, and education policy.
Christy Wessel-Powell is Associate Professor of Literacy and Language Education at Purdue University, USA. Alexandra Panos is Assistant Professor of Literacy Studies in the College of Education, University of South Florida, USA. Regina Weir is a STEAM Teacher and Outdoor Education Coordinator at Lawrence County Independent School, Indiana, USA. Casey Pennington is Assistant Professor of Literacy in the School of Education at State University of New York, Cortland, USA.
1. Introduction School Equity, Advocacy, and Place-Based Literacy 2. Multigenerational Collaborative Ethnography- Building on Dividing Classes 3. History of Hillsdale’s Division & Current School Choice Landscape 4. Navigating Kindergarten Entry- (Head)start to (Un)choosing Wrightway 5. Margins of the Schoolyard: Unseen Dimensions of School Inequity 6. Hillsdale Children & Youth as In-the-Moment Archivists: Complicated Stories Walking to Educational Equity 7. Year of Equity- Community Committee for Educational Equity 8. Conclusion- What Makes a Good School 9. Epilogue
| Erscheint lt. Verlag | 9.6.2026 |
|---|---|
| Zusatzinfo | 5 Tables, black and white; 7 Line drawings, black and white; 11 Halftones, black and white; 18 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| ISBN-13 | 9781032976143 / 9781032976143 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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