What would it mean to truly ‘get free’ as an educator? How can we identify and challenge bias in our reading and writing curriculum and instruction? How can we support students in becoming empathetic, engaged individuals who can communicate with the world through reading and writing skills developed with compassion and critical thinking?
Answering these questions requires deep personal reflection and intentional daily practice — and it’s crucial today more than ever, when students are overwhelmed with misinformation and disinformation.
Drawn from decades of classroom experience and founded on the scholarship of social justice educators, Tricia Ebarvia provides a framework that can help teachers implement transformative, anti-bias literacy instruction in middle- and high school classrooms Get Free offers educators
- Strategies for scaffolding literacy instruction in ways that center students’ identities and experiences, and help them develop a more inclusive understanding of literature and writing
- Classroom structures and routines that support critical listening and open, authentic conversation and writing responses
- Invitations for teachers to re-examine curriculum and instructional practices, based on a deeper sense of who we are and what we bring to every reading and writing experience
To develop stronger reading, writing, and critical thinking skills, antibias literacy instruction is essential. This is the book for teachers, new and experienced, who know that classrooms can be transformative, liberatory spaces where students better understand themselves, others, and the world.
Imagine the possibilities if we could just get free…
Mục lục
Foreword
Introduction
Starting with Ourselves: We Teach Who We Are
Creating Brave Spaces: Community First
Unpacking Multitudes: Expanding Students’ Understanding of Identity
Listening and Speaking: Critical Conversations
Rethinking Reading: Taking an Expansive Approach
Perspective-Taking and Perspective-Bending: Strategies for Reading
Giới thiệu về tác giả
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.
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