Presented by:
Mona Ivey-Soto
Jeanne Fain
Key Statement:
This session will provide participants an opportunity to critically analyze instructional practices and enhance their abilities to leverage the assets present with culturally and linguistically diverse communities of praxis.
Keywords:
Critical Literacy, Funds of Knowledge, & Global Instructional Practices
Abstract:
This session will provide participants an opportunity to critically analyze instructional practices and enhance their abilities to leverage assets present within culturally and linguistically diverse communities. We will share two instructional approaches that undergird our work.
The first approach includes a focus upon place-based immersion opportunities that brings learners into communities reducing power differentials and hierarchies that exist between future educators and the communities they will serve.
The second approach examines global literature that intentionally amplifies underrepresented voices. Educators use multimodal response to critically examine layers of texts and visuals to highlight asset-based strengths present within linguistic and cultural communities.
Learning Outcomes:
1. At the end of this session, participants will be able to identify Yosso's Community Cultural Wealth model (2005) and which forms of cultural capital are present in their communities of practice. This model helps us to understand the assets that communities of color possess that are often overlooked and unrecognized by dominant culture.
2. As participants reflect on moving from awareness to action, they will consider how to leverage mutually beneficial partnerships in their own communities that engage educators in the work of examining their identity, power and privilege and reduce dynamics of bias and disconnection. They will be tasked with thinking about how to cultivate and curate these connections and plan for next steps.
3. Participants will critically evaluate examples of specific global literature and multimodal responses from educators while simultaneously critically analyzing instructional approaches developed to intentionally leverage assets within culturally and linguistically diverse communities.
Hear it from the author:
TRANSCRIPT:
Welcome to the poster session from Mona Ivey-Soto at Belmont University and Jeanne Fain from Lipscomb University in Nashville, Tennessee. Our session is entitled Curating and Cultivating Instructional Spaces for Critical Learning within Global Communities: Creating room for agency within educators and community partners. This poster presentation highlights the work of two critically engaged faculty members in urban teacher education programs in Nashville.
The first scholar Mona Ivey-Soto highlights the work of Tara Yosso’s community cultural wealth model which includes a focus on place based immersion opportunities in an community that brings education students into communities of color reducing power differentials and hierarchies that often exist between future educators and the communities that they will serve. Teacher educators become familiar with many theorists of color including Yosso’s community cultural wealth model and can highlight which forms of cultural capital are present in under-resourced communities. This model helps students to understand the assets that communities of color possess that are often overlooked or unrecognized by dominant culture.
The second scholar Jeanne Fain examines global multicultural and multilingual literature that amplified underrepresented voices. Educators in Jeanne Fain’s class utilize multi model responses to critically analyze and examine layers of text and visuals to highlight asset based strengths which are present within linguistic and cultural diverse communities.
REFERENCES:
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically
responsive literacy. New York, NY: Scholastic.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching Using a qualitative approach to connect homes and classrooms.
Morrell, E. (2017). Toward equity and diversity in literacy research, policy, and practice: A
critical, global approach. Journal of Literacy Research, 49(3), 454-463.
Murrell, P. (2006). Toward social justice in urban education: A model of collaborative cultural inquiry in urban schools. Equity & Excellence in Education, 39(1), p. 81-90.
Yosso, T. J. (2005). Whose Culture Has Capital: A Critical Race Theory Discussion of Community Cultural Wealth. Race Ethnicity and Education, 8, 69-91.