Innovative Teaching for Culturally, Linguistically, and Racially Diverse Students: Affirmation, Social Justice, and Quality Education

• In Event: Roundtable Session 7
  In Roundtable Session: Multicultural/Multiethnic Education: Linguistic Diversity and Language Learners

Abstract

This critical ethnographic case study describes and interprets how an urban K-8 charter school in the U.S. with a large number of students of color from low-income communities offers education that recognizes students’ minority status in the broader society and envisions students as agents in working toward a just society. The analyses show that the school’s progressive teaching of diversity has a positive impact on minority students’ identification with their heritages and their academic achievements. This study advances a critical understanding of creating equitable education at the school level in a changing time.

Author

• Ming-Hsuan Wu, Touro College