Classroom Inequity and the Literacy Experiences of Black Adolescent Girls
In a time when standardized curriculum is being mandated in many school districts, culturally relevant experiences are omitted thus creating inequitable practices affecting marginalized students. This chapter provides an in-depth discussion of how multicultural literature, when combined with curriculum orientation, literacy instruction, and culturally relevant pedagogy, can enhance the academic progress of otherwise marginalized students. The authors introduce findings from a study conducted to garner information concerning the literacy needs and overall inequity of adolescent girls in an urban classroom. Finally, the authors offer recommendations for policy and pedagogical reform to combat race and gender inequity in the classroom.
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Document Type: Research Article
Publication date: 2009-01-01
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