Yazar: Tricia Ebarvia

Tricia Ebarvia is a lifelong educator, author, speaker, and literacy consultant. She is an expert in curriculum design, culturally responsive and sustaining pedagogy, and social justice education, as well as a teacher consultant and member of the National Writing Project. For more than two decades, Tricia taught high school English, including courses in American literature, world literature, and Advanced Placement English. In addition to teaching, Tricia designed and facilitated racial literacy leadership programs for students as well as district-wide equity initiatives for faculty and staff. Since 2021, Tricia has served as the Director of Diversity, Equity, and Inclusion at a Pre-K to 8 independent Quaker school in Philadelphia, where she continues to teach, coach teachers, and partners with families to support positive identity development and academic growth of students. Tricia’s deep belief in education as a vehicle for social change and justice undergirds and informs all her practice. Tricia is a cofounder of #Disrupt Texts, an antibias, anti-racist effort to advocate for equitable and diverse language arts curricula and pedagogy. She is the codirectorof the Institute for Racial Equity in Literacy, a professional development institute attended by hundreds of educators worldwide. Tricia is also the coeditor of the blog series, 31Days IBPOC, which amplifies the voices and experiences of educators of color each May.Tricia is the recipient of several awards, including a National Education Association Leadership Grant, the 2021 Divergent Award for Excellencein Literacy Advocacy from the Initiative for Literacy in a Digital Age,  the Pennsylvania High School Teacher of Excellence Award from the National Council of Teachers of English. Tricia has also been recognized as an Outstanding Asian Pacific American Educator by former Pennsylvania Governor Tom Wolf. Tricia’s work has been published and featured in The New York Times, Literacy Today, Education Update, The Council Chronicle, Research in the Teaching of English,  Education Week, and in the Journal of Adolescent & Adult Literacy.