In contrast to the medical model of trauma informed practice, Ginwright provides educators with a paradigm of urban education that includes celebration and understanding of community, culture, resilience, and healing.
Ginwright, Shawn. 2016. Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart. New York: Rouledge.
Implementing PBIS with a Racial Equity Lens was presented by Dr. Kent McIntosh and SPP-TAP on January 23, 2018. Many schools are implementing PBIS in efforts to reduce racial disproportionality in school discipline. Although there is research showing that schools implementing PBIS with fidelity have more equitable school discipline, eliminating disproportionality requires a specific equity focus. In this webinar, Dr. Kent McIntosh and SPP-TAP shared specific strategies and free resources for enhancing the cultural responsiveness of PBIS systems.
McIntosh, Kent. 2018. "Implementing PBIS with a Racial Equity Lens." State Performance Plan Technical Assistance Project.
The majority of children and teens in American schools are people of color. In the past, curriculum excluded the histories, knowledge, and perspectives of those who were not white, male, cisgender, heterosexual, able-bodied and Christian, although people from all groups contributed to the world that we know today. Ethnic studies is essential because it provides young people access to the full spectrum of human knowledge.
Latinx Curriculum Module, (2022)
The authors discuss the need for Cultuarlly Responsive School Leadership (CRSL) both in districts and within the educational leadership programs. The describe CRSL as an equity focused lens that interrogates and disrupts cultural and racial bias.
Rebora, A. (2023). Mark Anthony Gooden on Culturally Responsive School Leadership. Educational Leadership, 80(8), 14–19
The book explores how practitioner's beliefs about non majority students can limit student’s educational trajectories. It is an important book for practitioners to read because it provides insight into how prejudices, stereotypes and other biases can hinder educational growth of students.
Delpit, L. D. Other People's Children: Cultural Conflict in the Classroom. New York, NY: New Press, 1995.
One of America's top ten educators, Linda Darling-Hammond uses this text to provide educators with a pathway to prepare students to meet the demands of a diverse and complex world.
Darling-Hammond, Linda, and Oakes, Jeannie. 2019. Preparing Teachers for Deeper Learning. Palo Alto, CA: Learning Policy Institute.
Darling-Hammond, Linda, and Oakes, Jeannie. 2019. Preparing Teachers for Deeper Learning. Palo Alto, CA: Learning Policy Institute.
Practitioner brief written for parents and teachers of culturally and linguistically diverse (CLD) students; discusses culturally and linguistically responsive prereferral interventions for preventing the disproportionate representation of CLD students in special education.
Shernaz B. García and Alba A. Ortiz (2006) The Equity Alliance at Arizona State University.
This article provides a method to bridge home to school through the use of a home to school bi-lingual journal which validates the experiences of Latinx families and learners and integrates it into the curriculum.
Lopez, M., Butvilofsky, S. A., Le, K., & Gumina, D. (2022). Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School. Reading Teacher, 75(4), 429–440. https://doi.org/10.1002/trtr.2062
In this work, Stevenson describes schools where conflict is concealed and climates are fallaciously described as healthy.
Stevenson, Howard C. 2014. Promoting Racial Literacy in Schools: Differences That Make a Difference. New York: Teachers College Press.
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
