The Teacher Preparation Toolkit provides a searchable database of resources related to encouraging and inspiring future educators for equity and inclusion - important aspects of educator preparation. Resources can be searched by keyword and filtered by category, subject, and media type.
We welcome new resource suggestions; you may submit them using the teaching for diversity suggestion form. Generally, these resources are available at no cost or through a subscription carried by CSU campus libraries.
Dr. David J. Connor describes in vivid detail the lives of high school and former high school students of color with learning disabilities at the intersections. Many of the portraits feature students at the intersections of race, dis/ability, LGBTQ status, food and housing insecurity, and trauma. Each portrait also details information directed from students to teachers and what the students (portraits) wished that teachers knew about their lives, their hopes, dreams, fears and how to support them. Dr. Saili Kulkarni uses the following engagement activities with the text for teachers in special education, general education, and other majors: 1) Zoom guest speech with the author where students have the opportunity for an in-depth discussion of the portraits; 2) Reading reflections connecting students' school practices with the text; and 3) Lesson facilitation, where undergraduate and credential students put together a course lesson focused on the differences between the IEP diploma given in some districts to students with disabilities and a regular high school diploma.
This third edition informs and educates with a critical consciousness of white dominance in schools. As a best-selling book in James Banks' Multicultural Education Series, Howard pushes ideal of transformative education and racial awareness.
This article discusses what some Latinx high school students recommend that educators integrate into the classroom. For example, they would like to see more inclusion of their viewpoints, respect for the Spanish language, and integration of Latino and Mexican American history into the curriculum. The students would like to see that they are an important component of the school and the educational process.
This article/podcast explores what researchers know about how reading comprehension works and how poverty and race may impact reading development. Parents who are desperately searching for schools where their children will be taught how to read share their stories as well as teachers who are learning new things about how reading comprehension develops.
This seminal conceptual article by Peggy McIntosh draws attention to a multitude of ways in which White individuals have societal advantages compared to individuals from diverse backgrounds.
A short 6-part clip series discussing biases created by PBS, POV and the NY Times. "What is implicit bias? NYT/POV's Saleem Reshamwala unscrews the lid on the unfair effects of our subconscious."
This qualitative study investigates reasons why some families from diverse backgrounds are reluctant to become involved in their children's schools.
This article discusses cultural bias in intellectual ability assessments. The article also contains an assessment with questions relating to African American culture that can be used to help illustrate how cultural differences may affect objective measurements of intelligence in tests.
La lectura de cuentos tiende a enfocarse en los personajes principales e ignorar a los personajes secundarios. Sin las voces de éstos la lectura se vuelve egocéntrica y unívoca. En este artículo proponemos un modelo de lectura periférica e inclusiva en la que maestros y estudiantes escuchan y analizan las voces de los héroes silenciosos. El objetivo de este método es mostrar a los niños que leer cuentos con ojos inclusivos es el primer paso para convertirse en representantes de la pluralidad del mundo y, de este modo, ayudar a romper las fronteras que existen en nuestra sociedad.
Story reading tends to focus on the main characters and ignore secondary characters. Without the voices of secondary characters, reading becomes self-centered and univocal. In this article, we propose a model of peripheral reading in which teachers and students listen an analyze the voices of Howard Zinn calls Unsung Heroes. The goal of this model is to show children that reading stories with inclusive and critical eyes is the first step to become representatives of the plurality in which live in and the tool to break the walls that exist in our communities and across ideas.