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This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
Welcome to Identity Safe Classrooms! In identity safe classrooms, students facing negative stereotypes or viewed as different are "seen," accepted, and valued for who and what they are. Their identity is embraced as an asset not a barrier for school success. Identity safety is a research-based set of practices that counter the harmful effects of stereotype threat and allow our students to reach their full capacity for learning, foster positive relationships, and better appreciate the full spectrum of human differences. The second of a two-volume set, Identity Safe Classrooms, Grades 6-12, is a call for educators to come together and realize a vision of schools as transformative places of opportunity and equity for all students. Inside you’ll find: Design principles for promoting belonging and a welcoming classroom environment Compelling evidence from identity safety research on ways to mitigate stereotype threat along with counter-narratives that challenge societal biases about gender, race, and other differences Pragmatic strategies for student-centered teaching, including trauma-informed practices, that hold high expectations and validate each student’s background as a resource for learning Vignettes with concrete examples and try-it-out activities and prompts for self-reflection Devour Identity Safe Classrooms, adopt its practices, and soon enough you’ll inspire in all of your students a greater sense of empathy and agency in their educational experiences. "Dr. Becki Cohn-Vargas along with Alexandrea Creer Kahn and Amy Epstein show us the intersections between adolescent identity development, racial identity development, and social-emotional development so we know how to use the diversity in classrooms as our strength." -Zaretta Hammond, Author of Culturally Responsive Teaching and the Brain "Identity Safe Classrooms should be in the hands of every educator who walks into a school. It′s clear and accessible, grounded in research, thought-provoking and engaging, and actionable, and fills a crucial gap in our resources for creating just and liberated schools." -Elena Aguilar, Author of The Art of Coaching "The authors have done an excellent job showing how an identity safe classroom integrates the growth mindset in a secondary school. When students feel accepted and valued, when they feel safe learning from mistakes and encouraged to continually grow as learners, they can reach their highest potential." -Carol Dweck, Stanford University
This book provides classroom examples to demonstrate how identity-making is integral to the teaching and learning process. Responding to school reform efforts that focus on top-down reform measures, this book proposes “identity work” as an alternative approach. The author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teachers, teachers and other teachers, and schools and parents. Based on an in-depth study of two classrooms in urban K–8 schools, the book illuminates the importance of allowing teachers the freedom to make pedagogical adjustments based on their knowledge of students’ needs, backgrounds, and interests. This volume reframes our understanding of urban schools and raises questions about the goals of local and federal reform and what is at stake for educational systems. Book Features: Provides examples of identity work and its potential for creating individual, institutional, and large scale systemic improvement. Identifies how skilled educators make pedagogical decisions that increase student engagement and learning outcomes. Examines the challenges of working within a context of increasing mandates and rigid accountability structures. Advocates for design improvement strategies that rely on the capacities of students, teachers, and community members. Shows how qualitative work that elucidates the experience of students and teachers can inform education policy. “Identity Work in the Classroom is an extraordinary and compelling book. It is essential reading for teacher-educators, teachers, and community organizers, and it represents the best of contemporary critical school ethnography.” —From the Foreword by Theresa Perry, Professor of Africana Studies and Education, Simmons College “Grounded in an urban ecological lens of learning, becoming, and knowing, this book demonstrates how educators navigate and negotiate educational policy and reform through discourse and identity construction. Identity Work in the Classroom represents a powerful exemplar of the kind of discursive practices essential to advance urban education scholarship and actions during challenging and changing times. If you are concerned about policies that shape urban education and the children they impact, read this book.” —H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh “Identity Work in the Classroom is an indispensable intervention into the research literature on culture, identity, and learning. Using rigorous methodology and sophisticated theoretical frameworks, Jones-Walker spotlights the dynamic interplay between identity work and educational processes. This book offers concrete examples of the ways that schools serve as complex yet fecund sites of identity work, as well as how our teaching and learning processes can be informed by careful and reflective consideration of identity. It is essential reading for teachers, educational leaders, and policymakers alike.” —Marc Lamont Hill, Distinguished Professor of African American Studies, Morehouse College
Learn how to create identity affirming classroom environments that honor the humanity of students. Although schools have potential to be spaces of inquiry and joy, they can also be the source of trauma and pain when educational equity is not a foundational element. With a race-conscious lens, Dr. Erica Buchanan-Rivera explains how to actively listen to the voices of students and act in response to their needs in order to truly activate equity and make conditions conducive for learning. She also offers insights on how we need to do anti-bias and antiracist work in efforts to create affirming, brave spaces. Throughout the book, you’ll find features such as Mirror Work and Collective Work to help you bring the ideas to your own practice and discuss them with others. You’ll also find excerpts from students' voices to hear the why behind affirming spaces through their perspectives. With the powerful ideas in this book, you’ll be able to create the kinds of classroom environments that students deserve.
Lead an identity safe learning community where students of all backgrounds thrive Students of all backgrounds reach their full potential when they feel a sense of belonging and inclusion. When their social identities are valued as assets rather than barriers to learning, they flourish. This guide provides evidence-based strategies that support you as a leader in creating an environment that promotes identity safe students, who experience a challenging curriculum that respects their diverse social identities. Features in the book include: Guiding principles for student voice, equalizing status and cultivating acceptance across race, ethnicity, gender and other differences Ideas and examples for anti-racist dialogue and activities for teachers and students that counter colorblind practices, stereotype threat and biases Vignettes, and examples of identity safe practices for students and adult learning for staff, families and the community Systems for student-centered assessment and data collection Resources for developing equitable school policies and a comprehensive identity safety plan for your school Educators fulfill the promise of an equitable education when students of all backgrounds know that who they are and what they think matters. Start the journey to become an identity safe school and see the results for yourself! “Belonging and Inclusion in Identity Safe Schools: A Guide for Educational Leaders is a timely and important book. For several years, the nation′s schools have been asked to focus their energies on raising student achievement. However, too often educators have ignored the need to honor, support and affirm the identities of the students they serve. For educators who serve children of color, particularly Black, Native American and Latinx children who are often subject to overt and covert forms of forced assimilation, this book will be an invaluable resource on how to create learning opportunities that make it possible for such children to thrive.” ~Pedro Noguera, Dean of Rossier School of Education, University of Southern California “Bravo to authors Cohn-Vargas, Gogolewski, Creer Kahn, and Epstein for their ground-breaking book on Identify Safe Schools for Administrators and Teacher and Staff Leaders! They provide much-needed evidence for educators to elevate and even inspire the equity, empowerment, and academic growth needed to wholly support all children to flourish in school and their lives.” ~Debbie Zacarian, Director, Zacarian and Associates
Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and how identity plays a critical role in the preparation and practice of teachers.
This book provides classroom examples to demonstrate how identity-making is integral to the teaching and learning process. Responding to school reform efforts that focus on top-down reform measures, this book proposes "identity work" as an alternative approach. The author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teachers, teachers and other teachers, and schools and parents. Based on an in-depth study of two classrooms in urban K - 8 schools, the book illuminates the importance of allowing teachers the freedom to make pedagogical adjustments based on their knowledge of students' needs, backgrounds, and interests. This volume reframes our understanding of urban schools and raises questions about the goals of local and ferderal reform and what's at stake for educational systems.
This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Countering the increased standardization of English language arts instruction requires recognizing and fostering students’ unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others’ identities, leading to different ways of being and becoming over time.