Culturally Affirming Teaching

NEW

Where Is the Justice?

Engaged Pedagogies in Schools and Communities

Valerie Kinloch, Emily A. Nemeth, Tamara T. Butler, and Grace D. Player This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. Book Features:

● Provides a sound approach to deeply taking up the work of justice and engaged pedagogies. ● Presents linguistic, cultural, theoretical, and practical ideas that can be used and implemented immediately. ● Includes reflective questions, found poetry, lesson ideas, storytelling as narrative, and examples of engaged pedagogies. ● Shares stories from a districtwide initiative that embedded engaged pedagogies within classrooms, counseling offices, and libraries. ● Showcases original artwork and images in full color by Grace D.

Player, one of the coauthors. Copublished by Teachers College Press and NCTE.

192 pp. | 2021 | Grades K–College | ISBN 9780807765999 $29.56 member/$36.95 nonmember

Toward a BlackBoyCrit Pedagogy

Black Boys, Male Teachers, and Early Childhood Classroom Practices

NEW

Nathaniel Bryan Critical and necessary, this book provides a window into the education and lives of Black boys in early childhood settings. Drawing on Black Critical Theory and Black Male Studies, and applying portraiture methodology, Bryan introduces BlackBoyCrit Pedagogy to explore experiences of Black boys and their male teachers in ways that affirm their humanity and acknowledge the consequences of existing in a white supremacist system. NCTE-Routledge Research Series

184 pp. | 2021 | Grades PreK–3 | ISBN 9780367254032 $36.71 member/$48.95 nonmember

Critical Race English Education

New Visions, New Possibilities

Lamar L. Johnson Foreword by Gloria Boutte Afterword by David Stovall Johnson’s visionary and much-needed book is a call for the transformation of English education to embrace rather than reject Blackness. Employing an original framework, Critical Race English Education, Johnson reveals how English education and ELA classrooms are dominated by eurocentric language and literacy practices, and provides a justice-oriented framework that combats anti-Black racism. Critical Race English Education is a movement for Black lives. NCTE-Routledge Research Series

162 pp. | 2022 | Grades K–College | ISBN 9780367276423 $36.71 member/$48.95 nonmember

NEW

Transformational Sanctuaries in the Middle Level ELA Classroom

Creating Truth Spaces for Black Girls

NEW

Dywanna E. Smith Drawing from an arts-based research and humanizing methodologies, Smith documents transformative and liberatory spaces in ELA middle level classrooms, where students address and counteract discrimination, colorism, sizism, and body shaming. Grounded in an original qualitative study of adolescent Black girls, this book examines how such “truth spaces” serve as a medium for adolescents to self-examine their intersectional identities and give voice to their resilience in the face of marginalization. Incorporating original narratives, including the author’s self-actualizing verse novel and the voices of Black female students, Smith shines a light on new culturally sustaining pedagogies and offers much-needed implications for practice. NCTE-Routledge Research Series

190 pp. | 2022 | Grades 6–9 | ISBN 9780367355449 $36.71 member/$48.95 nonmember

Toward Culturally Sustaining Teaching

Early Childhood Educators Honor Children with Practices for Equity and Change

Kindel Turner Nash, Crystal Polite Glover, and Bilal Polson, editors Demonstrating equitable strategies that move toward culturally sustaining teaching such as translanguaging, explorations of children’s literature, alternative modes of literacy assessment, photography and arts integration, student-driven poetry units, and more, this book shares the stories of four teacher-teacher dyads who worked together across university-school contexts to study, generate, and evaluate culturally relevant literacy practices in early childhood classrooms.

Highlighting the voices and roles of children, families, community members, and teachers of Color, this book suggests new ways for teachers to build and sustain relationships that are relevant and offers solutions for challenges that arise. The narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, children, and their families and communities. NCTE-Routledge Research Series

168 pp. | 2020 | Grades PreK–2 | ISBN 9780815363774 $36.71 member/$48.95 nonmember

Stories Matter

The Complexity of Cultural Authenticity in Children’s Literature

Dana L. Fox and Kathy G. Short, editors This collection highlights important historical events, current debates, and new questions and critiques in the controversial issue of cultural authenticity in children’s literature. Contributors include © Susan Guevara 2000 Rudine Sims Bishop, Jacqueline Woodson, Susan Guevara, Kathryn Lasky, Henry Louis Gates Jr., Joel Taxel, and Mingshui Cai. Essays address the social responsibility of authors, the role of imagination and experience in writing for young people, cultural sensitivity and values, authenticity of content and images, authorial freedom, and the role of literature in an education that is multicultural.

340 pp. | 2003 | Grades K–8 | ISBN 9780814147443 $30.36 member/$37.99 nonmember

Restorative Justice in the English Language Arts Classroom

Maisha T. Winn, Hannah Graham, and Rita Renjitham Alfred

“A transformative book. If this book is on your to-read list, move it to the top!”

—Jessica Variz, Redondo Union High School

The authors—two teacher educators and a restorative justice practitioner—provide concrete and specific examples of how English teachers can think and plan using a restorative justice lens to address issues of student disconnection and alienation; adult and youth well-being in schools; and inequity and racial justice through writing, reading, speaking, and action. They examine the intersection of restorative justice and education with a focus on restorative justice processes that are used to promote inclusivity and ownership, and demonstrate how teachers can use their curricular powers with a restorative justice framework in mind to empower the literacy classroom as a space for addressing inequalities across domains.

126 pp. | 2019 | Grades 6–12 | ISBN 9780814141014 $23.96 member/$29.99 nonmember ebook: ISBN 9780814141021

Writing Instruction in the Culturally Relevant Classroom

Maisha T. Winn and Latrise P. Johnson

Winn and Johnson support an approach to writing instruction that can help all students succeed, and especially those who have been underserved in US classrooms. Through portraits of four high school teachers, they show how to create an environment for effective learning and teaching in diverse classrooms, answering questions such as: ● How can I honor students’ backgrounds and experiences to help them become better writers? ● How can I teach in a culturally responsive way if I don’t share cultural identities with my students? ● How can I move beyond a “heroes and holidays” approach to culturally relevant pedagogy? ● How can I draw on what I already know about good writing instruction to make my classes more culturally relevant?

101 pp. | 2011 | Grades 9–12 | ISBN 9780814158562 $19.96 member/$24.99 nonmember

Antibias NEW and Antiracist Teaching QRG

The Time Is Always Now

Damián Baca, Kathleen Colantonio-Yurko, Lorena Germán, Richard Gorham, Patrick Harris, Keisha Rembert, and Holly Spinelli Drawing on ideas from critical race theory, the Learning for Justice Anchor Standards, and resources created by NCTE's Committee Against Racism and Bias in the Teaching of English, this quick-reference guide offers K–12 ELA educators practical approaches to teaching about antibias and antiracism. Features include two sample lessons, tips on ways to build community between students and educators, and suggested readings for students and for educators’ professional learning.

6 pp. | 2022 | Grades K–12 | ISBN 9780814186404 $10.39 member/$12.99 nonmember

Linguistic Justice

Black Language, Literacy, Identity, and Pedagogy

April Baker-Bell Bringing together theory, research, and practice to dismantle anti-Black linguistic racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. NCTE-Routledge Research Series

128 pp. | 2020 | Grades K–12 | ISBN 9781138551022 $33.71 member/$44.95 nonmember

Code-Meshing as World English

Pedagogy, Policy, Performance

Vershawn Ashanti Young and Aja Y. Martinez, editors The original essays in this collection offer various perspectives on why codemeshing—blending minoritized dialects and world Englishes with Standard English—is a better pedagogical alternative than code-switching in the teaching of reading, writing, listening, speaking, and visually representing to diverse learners. Contributors argue that codemeshing leads to lucid, often dynamic prose by people whose first language is something other than English, as well as by native English speakers who speak and write with “accents” and those whose home language or neighborhood dialects are deemed “nonstandard.”

298 pp. | 2011 | College | ISBN 9780814107003 $30.36 member/$37.99 nonmember

Code-Switching

Teaching Standard English in Urban Classrooms

Rebecca S. Wheeler and Rachel Swords Foreword by John R. Rickford

Code-Switching focuses on building on the linguistic knowledge that children bring to school and advocates the use of “code-switching” to enable students to add another linguistic code—Standard English—to their linguistic toolbox. Rather than drill the idea of “Standard English” into students by labeling their home language as “wrong,” the authors offer strategies for teaching students to recognize the grammatical differences between home speech and school speech so that they are then able to choose the language style most appropriate to the time, place, audience, and communicative purpose. Theory and Research Into Practice (TRIP) series

197 pp. | 2006 | Grades K–8 | ISBN 9780814107027 $27.96 member/$34.99 nonmember