Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that inclusive and affirming; advocate for equity at school, district, and community levels.

Literature Review

The following artifact is a literature review and research proposal that highlights the usage of critical literacy as a way to promote social justice education in the classroom. Written from the perspective of a literacy specialist, the purpose is to demonstrate knowledge of a concept (critical literacy) and understand the implications and implementation of it in a classroom setting.

Putting Diverse Literature Into Action

This artifact is a list of books that highlight and emphasize the diversity around us in the world and it is created for upper elementary students. Topics in this list include ability, gender, class, and race and ethnicity.

Rationale:

Diversity and equity are essential in creating a classroom environment where every student feels welcome and that they can learn in a safe environment. The artifacts that represent this standard include a list of books that would represent diverse populations, as well as a literature review of a concept to tackle social justice in the classroom. Through the diverse list of books, I was able to demonstrate an “understanding of [my]self and others as cultural beings through [my] pedagogy and interactions with individuals both within and outside of the school community” (ILA 4.2). Also, by having a classroom library and allowing for opportunities for texts to serve as windows, mirrors, and sliding doors, I was able to show that I can “create and advocate for inclusive and affirming classroom and school environments…that values the diversity in the school and in society” (ILA 4.3). Moreover, through my research about critical literacy as an approach to implement social justice in the classroom, I was able to uncover different “foundational theories about diverse learners, equity, and culturally responsive instruction”  and how instruction should be “culturally responsive” (ILA 4.3) by analyzing and interpreting texts that center on the benefits of students having deeper understandings of the texts and having a broader range of texts to learn from.