Publication Date: April 28, 2017
Series: Multicultural Education Series
In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into a standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged around the following issues:
This timely book illustrates what can happen when a school’s teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.
Jamy Stillman is an associate professor of educational equity and cultural diversity at the University of Colorado Boulder. Lauren Anderson is an associate professor of education at Connecticut College.
"Teaching for Equity in Complex Times is a rich ethnographic account of a successful bilingual school. By revealing the tensions involved in maintaining commitments to both multilingual and multicultural education and to national standards, this book offers welcome guidance on dialogical teaching to socially committed teachers and teacher educators."
—Linda Valli, University of Maryland
"Stillman and Anderson’s thoughtful and timely book shifts the education policy conversation and offers design- and justice-oriented educators and researchers the tools to understand how teacher and student learning becomes consequential when equity is both an orienting frame and object of learning. The authors make visible the ways racialized and language ideologies are imbued in the very policies and pedagogical practices designed to support learning for emergent bilinguals. A must-read for those interested in transformative teacher learning."
—Kris D. Gutiérrez, Carol Liu Professor, GSE, University of California, Berkeley