Critical Literacy Inquiry Pedagogies

This course is a collaborative inquiry into theoretical principles and practical knowledge that are essential to understand issues of diversity and inclusion in education. By engaging in critical literacy, we investigate how the educational experiences we construct with students invariably are informed by both our explicit and implicit theories of practice and our hidden beliefs. Together, we will immerse ourselves in a series of activities as a way to audit our understanding of diversity and inclusion and to engage in culturally sustaining pedagogy. Why does diversity matter? There are over seven billion people in the world and we each have a different story to tell. Studying diversity-and the ways we recognize and define diversity-is an opportunity to learn about our world. Building up our knowledge resources about the experiences of others better prepares us for when we encounter people whose worldview is different from our own. Unless we live in a bubble, we will have these encounters. It is essential that educators acknowledge that we select this profession to serve students and their families. In order to do this, we must become self-aware so that we can begin to untangle social constructions of identity that otherwise appear normal or commonsense to us. This reflective practice provides space to consider how our perspectives can limit or enhance interactions with students. Topics explored • Definitions of diversity and inclusion, how they vary and how they are implemented; • Identity categories and intersectionality; • Curriculum that recognizes and welcomes diverse populations, and • Teacher accountability regarding diversity and inclusion practices in the classroom.
Required Text Janks, Hilary et al. (2014).

Resumen: En este ensayo describimos un currículo educativo innovador de español de educación superior. Estos cursos toman en cuenta de manera efectiva los diversos antecedentes lingüísticos de los estudiantes, ya sean hablantes de español como lengua de herencia o de segunda lengua, que aún no se sienten seguros en su proficiencia lingüística para tomar cursos de contenido que se ofrecen completamente en español. En este proyecto titulado "Empoderar a los Estudiantes de Español/Empowering Learners of Spanish", hemos desarrollado tres cursos de educación general en las ciencias sociales-dos en lingüística hispánica y uno en historia de los latinos en los Estados Unidos-con el propósito de apoyar a los estudiantes en su transición a la universidad y de proveerles de cursos centrados en pedagogías críticas que además atiendan a los contextos sociopolíticos y económicos. Estos cursos funcionan como base para una comprensión más sofisticada de las prácticas interculturales multilingües y de translengua.

, gathering information from people who share similar values is easy and can offer a sense of connectedness. Camaraderie aside, social media texts can also mask or make incomprehensible the very facts needed to think critically about life’s choices in a digital culture that tolerates “fakeness” in its various disguises. Teaching for critical inquiry is a necessity, and it is for this purpose that I first introduce three key terms, which at first glance may seem common enough, but on further inspection bear unpacking in order to ensure a relevant context for their use throughout. Second, I interject research findings on social media texts that have analogs in recently enacted legislation and court- derived policies. Finally, I draw implications for both research and policy that apply to teaching critical inquiry in a post-factual era.