This book focuses on multicultural curriculum transformation in literacy and language arts subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed literacy and language arts curricula looks like in practice.
Amanda VandeHei-Carter is associate professor of literacy in the school of education at Nevada State College.
Nayelee Villanueva is professor of writing and rhetoric in the department of English at the College of Southern Nevada.
Christine Clark is professor and senior scholar for multicultural education, and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas.
by Amanda VandeHei-Carter, Nayelee Villanueva, and Christine Clark
Part I: Literacy and Language Arts Education in the Community
Chapter 1: Understanding Water as Social, Political, and Natural: An Example of Transformative Multicultural Literacy Teaching and Learning
by Jeannette Driscoll Alarcón, Benjamin Francisco, Dara Nix-Stevenson, and Laura Shelton
Chapter 2: Curation as a Literacy Practice: Bringing a Critical Lens to Traditional Field Trip Spaces
by Amy Tondreau and Laurie Rabinowitz
Chapter 3: Place-Based Literacies for a Multicultural World: A Framework for Literacy and Language Arts Curriculum Transformation in Rural Communities
by Vicki Sherbert, Eileen Montalvo Wertzberger, and Ernestina Wiafe
Part II: Literacy and Language Arts Education in the Classroom
Chapter 4: The Question Matters Most: Using Student-Generated Inquiry Questions to Promote Student Agency and Curiosity in Texts in Classes of Diverse Learners
by Merida Lang and Molly Sherman
Chapter 5: Using Text Sets to Support the Development of Biliteracy in “English-only” Elementary Classrooms
by Rhianna Henry, Aja E. LaDuke, and Alexandra Porrata
Chapter 6: Backwards Design and Reading Complexity Circles
by Kristen R. Strom
Chapter 7: Toward a Critical Translanguaging Pedagogy: An AsianCrit Perspective
by Sharon Chang and Yaojia Qu
Chapter 8: Creating Culturally Relevant Classroom Libraries Using Children’s Voices
by Socorro García-Alvarado
Part III: Literacy and Language Arts Education and Sense of Belonging
Chapter 9: Disrupting Whiteness in Classroom Libraries: Using the Windows and Mirrors Metaphor in Teacher Education
by Alisun Thompson and Judith A. Scott
Chapter 10: Inviting Decolonizing Analysis through Primary Sources: Constructing an Ethnic Studies Unit for Language Learners on the History of Segregation in California Schools
by Tricia Gallagher-Geurtsen
Chapter 11: “My Heaviest Verse’ll Move a Mountain:” Hip Hop-Based Writing Instruction in the High School English Language Arts Classroom
by Melody Andrews and Brittany Goldsby
Chapter 12: Transformative Assessment: Ungrading
by Nayelee Villanueva, Christine Beaudry, and Amanda VandeHei-Carter