Publisher Description
The practices and values in the United States educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. BIPOC dropout rates and levels of stress and anxiety have linked with non-inclusive school environments. In this collection, three educators draw on their experiences as immigrants and educators to address racial inequity in the classroom and provide a thorough analysis of different strategies that create an inclusive classroom. White educators that serve BIPOC students will benefit from these reflections on incorporating culturally relevant pedagogies that value the diverse experiences of students.
With a focus on Haitian and Dominican students in the United States, the authors reveal the challenges that immigrant and first-generation students face. They also offer insights about topics such as:
● How do language policies and social justice intersect?
● How can educators use culturally relevant teaching and community funds of knowledge to enrich curriculum?
● How can educators center the needs of the student within the classroom?
● How can educators support Haitian Creole-speaking students?
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