34 E DUCATIONAL L E A D E RSHIP \/ M ARCH 2015
\nPaul C. Gorski
\nand Katy Swalwell
\nI
\nfeel like a visitor in my own
\nschool\u2014that hasn\u2019t changed,\u201d
\nSamantha said, confusion and
\ndespair in her voice. We were
\nat the tail end of a focus group
\ndiscussion with African American
\nstudents at Green Hills High, a predominantly white, economically
\ndiverse school. We had been invited to
\nconduct an equity assessment, examining the extent to which Green Hills
\nwas an equitable learning environment
\nfor all. We had asked Samantha and
\na small group of her classmates how
\nthey would characterize their school\u2019s
\ntwo-year-old Multicultural Curriculum
\nInitiative, touted by school administrators as a comprehensive effort to
\ninfuse a multicultural perspective into
\nall aspects of school life.
\n\u201cI\u2019m invisible,\u201d Sean added, \u201cbut
\nalso hypervisible. Maybe twice a year
\nthere\u2019s a program about somebody\u2019s
\nfood or music, but that\u2019s about it. I
\ndon\u2019t see the purpose.\u201d
\nThen Cynthia, who had remained
\nquiet through most of the hourlong
\ndiscussion, slammed her fist on the
\ntable, exclaiming, \u201cThat multicultural
\ninitiative means nothing. There\u2019s
\nracism at this school, and nobody\u2019s
\ndoing anything about it!\u201d
\nWe found ourselves only a few
\nmoments later in our next scheduled
\nfocus group, surrounded by the
\nschool\u2019s power brokers: the principal, Helpant principals, deans, and
\ndepartment chairs. Still taken\u2014maybe
\neven a little shaken\u2014by what we had
\nheard from the young women and
\nmen who felt fairly powerless at Green
\nHills, we asked the administrators
\nabout the purpose of the Multicultural
\nCurriculum Initiative.
\nAfter a brief silence, Jonathan, the
\nprincipal, leaned back in his chair.
\nWe had observed him over the past
\nfew days interacting with students,
\nand it was clear he cared deeply about
\nthem. The Multicultural Curriculum
\nInitiative was his brainchild, his baby.
\nJonathan decorated his office door
\nwith quotes about diversity and his
\noffice walls with artwork depicting
\ndiverse groups of youth. \u201cWe see
\ndiversity as our greatest asset. That\u2019s
\nwhat this initiative is all about. What
\nwe aim to do here,\u201d he explained with
\nmeasured intensity, \u201cis to celebrate
\nthe joys of diversity.\u201d When we shared
\nwith Jonathan the concerns raised
\nby the African American students,
\nhe appeared confused and genuinely
\nconcerned. \u201cThey said that?\u201d he asked,
\nbefore interrupting a member of his
\nleadership team who had begun to
\ndefend the initiative. \u201cMaybe it\u2019s time
\nto rethink this.\u201d
\nBeyond Artwork
\nand Celebrations
\nIf we\u2019ve learned anything working
\nwith schools across the United States,
\nit\u2019s this: When it comes to education
\nequity, the trouble is not a lack of
\nEquity
\nL\u0131teracy FOR ALL
\nSchools can commit
\nto a more robust
\nmulticulturalism by
\nputting equity, rather
\nthan culture, at the
\ncenter of the diversity
\nconversation.
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\nASCD \/ WWW . ASCD . ORG 35
\nmulti cultural programs or diversity
\ninitiatives in schools. Nor is it necessarily a lack of educators who,
\nlike Jonathan, appreciate and even
\nchampion diversity. In virtually every
\nschool we visit, we see attempts at
\nmulti culturalism: corridors lined
\nwith flags, student-designed posters
\nr epresenting the national or ethnic
\norigins of families in the community,
\nanti-bullying programs, or faculty
\npositions like \u201cDiversity Director.\u201d
\nThe trouble lies in how so many
\ndiversity initiatives avoid or whitewash
\nserious equity issues. It lies in the
\nspace between what marginalized students like Cynthia say their schools
\nneed to do to help them feel less marginalized and what many of the adults
\nin those schools are comfortable doing
\nin the name of multiculturalism.
\nTo better grasp this, put yourself in
\nCynthia\u2019s shoes. Imagine a world in
\nwhich, as a result of something over
\nwhich you have no control\u2014say, your
\nracial identity, sexual orientation,
\nor home language\u2014you\u2019re made to
\nfeel alienated or invisible at school.
\nImagine that when you occasionally
\nsee little shimmers of yourself reflected
\nin the curriculum, your identity or
\nculture is reduced to a stereotype\u2014to
\na sari, taco, or polka. Imagine the
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\n36 E DUCATIONAL L E A D E RSHIP \/ M ARCH 2015
\nglimmer of excitement you might feel
\nabout the possibility that, when the
\nteacher mentions Martin Luther King
\nJr., a real conversation about racism or
\npoverty might ensue, only to find that
\neven he has been sanitized down to I
\nhave a dream. Imagine experiencing
\nracism, sexism, or class inequality in
\nthe present while hearing about it in
\nschool only in the past tense.
\nWhat would it feel like, given those
\ncircumstances, to be pressed into participating in celebrations of diversity
\nwhile nobody tends to your alienation?
\nThat\u2019s what many schools\u2019 diversity
\nefforts feel like for students of color,
\nlow-income students, English language
\nlearners, and other students whose
\nvoices historically have been omitted
\nfrom school curriculums. Meanwhile,
\nthis brand of multiculturalism does
\nlittle to help students whose voices
\nhistorically have been honored at
\nschool become aware of and question
\ntheir privilege. In both cases, we\u2019re
\ndoing a disservice to our students.
\nTo be clear, we\u2019re not suggesting
\nthat something is inherently wrong
\nwith celebrating diversity. We\u2019re not
\nnecessarily suggesting that schools
\nabandon the diversity parade or the
\nmulticultural art festival. Our concern
\nis that, all too often, these sorts of
\ninitiatives mask, rather than address,
\nserious equity concerns. They become
\ndistinctly unmulticultural when we
\ndon\u2019t offer them alongside more
\nserious curricular (and institutional)
\nattention to issues like racism and
\nhomophobia because they present the
\nillusion of multicultural learning even
\nas they guarantee a lack of sophisticated multicultural learning.
\nWhat we are suggesting is that
\nat the heart of a curriculum that is
\nmeaningfully multicultural lie principles of equity and social justice\u2014
\npurposeful attention to issues like
\nracism, homophobia, sexism, and
\neconomic inequality. Without this
\ncore, what we do in the name of multiculturalism can border on exploitative:
\nasking students and families who
\nexperience these inequalities to allow
\nstudents and families who don\u2019t experience them to grow their knowledge,
\nwhile the inequalities themselves go
\nunaddressed. There\u2019s racism at this
\nschool, and nobody\u2019s doing anything
\nabout it!
\nOvercoming the \u201cCulture\u201d Fetish
\nIn her article, \u201cIt\u2019s Not the Culture of
\nPoverty, It\u2019s the Poverty of Culture,\u201d
\nGloria Ladson-Billings (2006) explains
\nhow culture fetishism undermines
\neducation equity. \u201cCulture,\u201d she
\nexplains, \u201cis randomly and regularly
\nused to explain everything\u201d (p. 104).
\nIt\u2019s used, in effect, as a stand-in for
\nrace, class, language, and other issues
\nthat aren\u2019t as comfortably discussed as
\nbroad, vague \u201ccultures.\u201d
\nMany of the most popular frameworks for creating more inclusive
\nclassrooms and curriculums continue this culture fetish. In addition
\nto multi culturalism, we have
\nintercultural and cross-cultural education, cultural competence and
\ncultural proficiency, culturally relevant
\npedagogy, and culturally responsive
\nteaching. And despite the fact that
\nsocial scientists debunked the concept
\nin the early 1970s, the \u201cculture of
\npoverty\u201d remains the dominant
\nframework in U.S. education circles for
\nunderstanding the lives of low-income
\nstudents.
\nOf course, some focus on culture
\nis warranted. Culture is an important
\naspect of student experience to consider in efforts to create a meaningfully
\nmulticultural curriculum and a more
\nequitable school. Moreover, some of
\nthese frameworks, including cultural
\nrelevance and cultural responsiveness,
\nare rooted in principles of equity
\n(Ladson-Billings, 1995). The challenge is to retain principles of equity as
\ncentral aspects of a multicultural curriculum that is truly meaningful, even
\nif\u2014especially if\u2014it feels easier or safer
\nto home in on more simplistic notions
\nof culture.
\nEmbracing Equity Literacy
\nIn our own teaching, as well as in our
\nwork with schools and school districts,
\nwe embrace a framework for both
\nmulti cultural curriculum development
\nand bigger efforts to create equitable
\nclassrooms and schools. We call this
\nframework equity literacy. Its central
\ntenet is that any meaningful approach
\nto diversity or multiculturalism relies
\nmore on teachers\u2019 understandings of
\nequity and inequity and of justice and
\ninjustice than on their understanding
\nof this or that culture (Gorski, 2013).
\nIt relies, as well, on teachers\u2019 abilities
\nto cultivate in students a robust understanding about how people are treated
\nby one another and by institutions,
\nin addition to a general appreciation
\nof diversity (Swalwell, 2011). The
\nidea is to place equity, rather than
\nculture, at the center of the diversity
\nconversation.
\nKey to developing equity literacy for
\neducators and students is cultivating
\nAt the heart of a curriculum that is
\nmeaningfully multicultural lie principles
\nof equity and social justice.
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\nfour abilities (Gorski, 2013). These
\ninclude the ability to
\nn Recognize even subtle forms of
\nbias, discrimination, and inequity.
\nn Respond to bias, discrimination,
\nand inequity in a thoughtful and equitable manner.
\nn Redress bias, discrimination, and
\ninequity, not only by responding
\nto interpersonal bias, but also by
\nstudying the ways in which bigger
\nsocial change happens.
\nn Cultivate and sustain bias-free and
\ndiscrimination-free communities,
\nwhich requires an understanding that
\ndoing so is a basic responsibility for
\neveryone in a civil society.
\nPart of the difficulty
\nwith implementing a
\ncurriculum that grows
\nthese abilities in
\nyoung people
\nis that we
\neducators must
\nfirst grow them in
\nourselves. We might
\nstart by ensuring that
\nprofessional development
\nrelated to multiculturalism
\nfocuses not only on cultural
\ncompetence or diversity awareness,
\nbut also on recognizing sexism
\nand ableism, for example; not on a
\nmythical \u201cculture of poverty,\u201d but on
\nresponding to economic inequality;
\nand not on how to help marginalized
\nstudents fit into school cultures they
\nexperience as alienating, but on how
\nto redress the alienation by making
\nchanges in our own practices and
\npolicies.
\nWe recognize this is a daunting
\ntask, and we understand the pressure
\nof feeling here\u2019s one more thing I need
\nto squeeze into an already packed
\nworkday. But then we remember Cynthia\u2019s exhortation: \u201cThere\u2019s racism at
\nthis school, and nobody\u2019s doing anything about it!\u201d We don\u2019t have control
\nover everything, but to the extent that
\nwe do influence the curriculum, we
\nfeel an urgency to avoid the kind of
\nwell-intended complacency we found
\nat Green Hills High.
\nThe good news is that there are
\nmany powerful models for what a
\ncurriculum oriented around equity literacy looks like in practice (see \u201cGreat
\nEquity Literacy Resources,\u201d p. 39).
\nTeacher-led organizations around the
\nUnited States have developed rich
\ndatabases of curriculums that can (and
\nshould) be modified for local contexts.
\nNobody needs to start from scratch.
\nFive Guiding Principles
\nIt can be difficult to paint a precise
\npicture of what an equity literacy
\ncurriculum looks like because, like
\nall curriculums, it will look different
\ndepending on contextual factors.
\nWhat we can say is that, rather than
\na list of facts or historical figures that
\neveryone should know (as in E. D.
\nHirsch\u2019s \u201ccultural literacy\u201d lists), an
\nequity literacy curriculum focuses on
\nessential questions like these: What
\nmakes something equitable or inequitable? What (local, regional, global)
\nin equities exist? How have they
\nchanged over time, and why? What
\nindividual and collective responsibilities do we have to address them?
\nThese questions require both evidence
\nand ethics to debate. They fit well with
\nthe inquiry approach to education
\npromoted by recent curriculum
\nframeworks, such as the
\nCollege, Career, and Civic
\nLife (C3) framework.
\nAs we plan curriculum for our
\nstudents and
\nwork to develop
\nour own skills and
\nknowledge related to
\nequity literacy, it\u2019s useful
\nto keep the following five
\nprinciples in mind.
\nPrinciple 1. Equity literacy is
\nimportant in every subject area.
\nWhen we teach with and for equity
\nliteracy, we\u2019re not abandoning content.
\nRather, we\u2019re teaching content (when
\nfeasible) through an equity lens. One
\nof our favorite resources for teaching
\nthrough an equity literacy lens is Eric
\nGutstein and Bob Peterson\u2019s Rethinking
\nMathematics (Rethinking Schools,
\n2013). In it, these educators provide
\nmultiple examples of teaching math
\nin a way that develops students\u2019 mathematical abilities while also helping
\nthem see math as a powerful analytical
\ntool for addressing social problems.
\nFor instance, students can develop
\nformulas for how best to calculate a
\nliving wage, examine historical trends
\nin wealth and poverty, or map income
\ndata in their own communities. Their
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\n38 E DUCATIONAL L E A D E RSHIP \/ M ARCH 2015
\nfindings can become fertile ground for
\nrich discussions, deliberations, and
\ndebates about the nature of economic
\ninequality.
\nPrinciple 2. The most effective equity
\nliteracy approach is integrative and
\ninterdisciplinary.
\nIt\u2019s easy to see how equity literacy
\nnaturally favors interdisciplinary
\ninquiry. As we see in the math
\nexample above, students would
\nalso engage with reading, writing,
\nspeaking, history, and civics.
\nScience, technology, engineering,
\nand the arts similarly could be tapped
\nas students grapple with real-world
\nequity issues in their communities.
\nS\u00e1nchez (2014) describes an interdisciplinary project ( help with nursing paper writing from experts with MSN & DNP degrees) in which teams
\nof students at a high-poverty school
\nexamined challenges in their racially
\nsegregated and economically strained
\ncommunity. One group, the Park
\nFixers, was frustrated \u201cwith having
\ninsufficient and unsafe equipment
\nfor students to play on during recess\u201d
\n(p. 185). Group members were also
\nconcerned that the children who lived
\nin an adjacent low-income housing
\nproject ( help with nursing paper writing from experts with MSN & DNP degrees) had no place to play.
\nWith guidance from teachers, the
\nPark Fixers applied a wide variety
\nof skills and an impressive depth of
\nknowledge to address this community
\nchallenge they had identified. The
\nstudents used video and still photography to document the conditions
\nof the park. They used language arts
\nand math skills to craft community
\nsurveys, distribute them, and analyze
\nthe results. They practiced communication skills by composing and
\nsending letters to several key community members. They even worked
\nwith an urban design specialist who
\nhelped them capture their vision for a
\nnew park in blueprints. Finally, they
\ndelivered both oral and written reports
\nto their teachers that incorporated all
\nthe material they had gathered.
\nTeachers considering similar
\napproaches shouldn\u2019t feel discouraged
\nif students don\u2019t see the fruits of
\ntheir efforts within the school year.
\nAs Schultz (2008) notes, \u201cspectacular things happen along the way\u201d
\nwhen students are engaged in this
\nkind of work; the process is just as
\nimportant\u2014if not more important\u2014
\nthan the actual outcome of their
\nefforts.
\nBy engaging students in this way,
\nthe teachers modeled equity literacy.
\nThey acknowledged what the students knew all along\u2014that they were
\ntargets of bias and inequity. What
\nwas happening to their park wasn\u2019t
\nhappening to the parks in wealthier
\nneighborhoods. The teachers also
\nhelped strengthen students\u2019 equity
\nliteracy by integrating lessons about
\nmath, writing, and other subjects with
\nan opportunity to apply academic
\nskills to redress this inequity. Cultivating equity literacy is most effective
\nwhen it\u2019s integrated into the broader
\ncurriculum rather than segregated
\ninto disconnected activities and when
\nit\u2019s a schoolwide commitment rather
\nthan isolated in one or two teachers\u2019
\nclassrooms.
\nPrinciple 3. Students of all ages are
\nprimed for equity literacy.
\nDid we mention that the Park Fixers
\nwere 3rd graders? The most common
\nrebuke we hear when we talk about
\nequity literacy goes something like
\nthis: My students are too young to talk
\nabout that stuff. If you\u2019re thinking
\nthe same thing, consider this: Even
\npreschool-age children have been
\nexposed to socializing messages about
\nthemselves and one another\u2014often
\neven at school. Many students already
\nknowingly experience bias and discrimination, and those who don\u2019t often
\nlearn that it\u2019s impolite to mention any
\ndistinctions. For example, researchers
\nhave found that children as young
\nas three or four already differentiate
\nracial categories\u2014they\u2019re not, as we
\nmay want to believe, \u201ccolor-blind\u201d
\n(Olson, 2013; Winkler, 2009).
\nSo when we say or think that students are \u201ctoo young\u201d to talk about
\nissues like racism, it\u2019s important that
\nwe stop and reflect on whom, exactly,
\nwe\u2019re trying to protect. Are we protecting the students who are experiencing racial bias by sidestepping
\nconversations about race, even as we
\nask them to celebrate diversity?
\nIn our experience, the younger we
\nstart, the better. By integrating issues
\nof equity into the content at young
\nages, we help all students develop
\nthe skills and language they need to
\nexplore complex and controversial
\nissues in a community of people who
\nmay disagree about what\u2019s going on or
\nwhat should be done about it. Equally
\nimportant, we demonstrate to students who are the targets of bias and
\ninequity that their experiences matter,
\nand we offer them an opportunity to
\nchallenge their peers\u2019 mis perceptions.
\nAs a result, they may experience
\nthe more celebratory, surface-level
\nmulticultural initiatives as safer and
\nmore legitimate. Meanwhile, students
\nwho enjoy more privileged identities
\nbecome better able to interpret the
\nMany initiatives
\npresent the illusion
\nof multicultural
\nlearning even as
\nthey guarantee a
\nlack of sophisticated
\nmulticultural learning.
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\nASCD \/ WWW . ASCD . ORG 39
\nstereotypes and biases that feed any
\nmisperceptions they might have about
\nthe more marginalized people in their
\ncommunities.
\nPrinciple 4. Students from all
\nbackgrounds need equity literacy.
\nMany of the common examples of
\nequity literacy in action come from
\nhigh-poverty schools serving large
\npercentages of students of color
\nand nonnative speakers of English.
\nUn fortunately, this can lead some
\npeople to believe that white and
\nwealthy students wouldn\u2019t benefit
\nfrom a curriculum informed by equity
\nliteracy. In fact, these students may
\nhave the steepest learning curves
\nwhen it comes to learning about bias,
\ndiscrimination, and inequity. Traditional forms of multicultural education
\nthat focus on celebrating diversity
\nrather than equity can reinforce their
\nmisunderstandings by feeding the
\nassumption that celebrating diversity
\nis enough\u2014that everybody is starting
\non a level playing field.
\nA growing body of research provides helpful examples of how to
\nengage more privileged students in an
\nequity literacy curriculum (Swalwell,
\n2013). In one elite K\u20138 private school,
\nteachers meet regularly in professional
\ndevelopment study groups focused on
\nrace, gender, and social class to design
\ncurriculum and share their work.
\nWhile the 8th grade teachers have
\nasked their students to examine realworld historical and contemporary
\nwealth gap data, the 4th grade teachers
\nare inviting their students to share, in
\njournal entries, what they know about
\nbeing rich and poor, and the kindergarten teacher is designing a simple
\nsimulation of unequal distribution of
\nresources.
\nThe teachers are also compiling
\na list of formal and informal ways
\nthat class advantage goes unchecked
\nat their school\u2014for example, how
\nmorning meeting questions can
\nsometimes invite students to brag
\nabout their material possessions. The
\nteachers\u2019 ultimate goal is to help students do more than simply \u201cbe nice\u201d
\nto people with less privilege; they want
\ntheir students to understand the issues
\ninvolved and commit to working
\ntoward a society with less economic
\ninequality.
\nPrinciple 5. Teaching for equity
\nliteracy is a political act\u2014but not more
\nso than not teaching for equity literacy.
\nAnother common rebuke we hear is
\nthat teaching for equity literacy introduces views about social justice into
\nthe curriculum that don\u2019t belong in
\nschool. But is teaching about poverty
\nor sexism more political than pretending that poverty and sexism don\u2019t
\nexist by omitting them from the curriculum? How might we explain the
\npolitics of not teaching about these
\nissues when many of our students
\nare experiencing them, even within
\nschool? How can we prepare youth to
\nbe active participants in a democracy
\nwithout teaching them about the most
\nformidable barriers to an authentic
\ndemocracy?
\nAccording to Hess and McAvoy
\n(2014), there\u2019s no silver bullet for
\nengaging students in discussions about
\nimportant and often controversial
\nissues, but rather a series of factors
\nthat teachers must weigh to introduce
\nthese issues ethically and responsibly.
\nIt\u2019s important for teachers to consider
\nwhen to withhold or disclose their
\npersonal views and how to frame
\nissues in relation to their students, the
\nsubject matter they\u2019re teaching, and
\nthe community.
\nUltimately, Hess and McAvoy conclude, classrooms should directly
\nengage students in answering the
\nquestion, How should we live together?
\nIt\u2019s a nonpartisan question like its
\nempirical cousin, How do we live
\ntogether? but a deeply political one
\nthat\u2019s essential in a diverse society
\nbased on democratic principles and
\ncommitted to equity.
\nA More Meaningful Investment
\nAs Cynthia taught us (\u201cThere\u2019s racism
\nat this school, and no one\u2019s doing
\nanything about it!\u201d), students who
\nfeel marginalized in our schools may
\nexperience what we thought to be
\nmeaningful multicultural curriculums
\nGreat Equity Literacy
\nResources
\nHere are some of our favorite\u2014and
\nfree\u2014resources for an equity literacy
\ncurriculum:
\nEdChange (www.edchange.org\/
\nmulticultural\/teachers.html)
\nEducation for Liberation Lab
\n(www.edliberation.org\/resources\/
\nlab)
\nGLSEN (http:\/\/glsen.org\/educate\/
\nresources\/curriculum)
\nNew York Collective of Radical
\nEducators (www.nycore.org\/
\ncurricula)
\nSoJust (www.sojust.net)
\nTeachers for Social Justice (www
\n.teachersforjustice.org\/search\/
\nlabel\/all%20curriculum)
\nTeaching Economics As If People
\nMattered (www.teachingeconomics
\n.org)
\nTeaching for Change (www
\n.teachingforchange.org)
\nTeaching Tolerance (www
\n.tolerance.org\/classroom-resources)
\nZinn Education Project (http:\/\/
\nzinnedproject ( help with nursing paper writing from experts with MSN & DNP degrees).org)
\nGorski.indd 39 1\/29\/15
\n40 E DUCATIONAL L E A D E RSHIP \/ M ARCH 2015
\nas a purposeful avoidance of a more
\nserious reality. When we invest our
\nmulti cultural energies in surface-level
\ncultural exchanges, fantasies of colorblindness, or celebrations of whitewashed heroes while ignoring the
\nactual inequities many of our students
\nface, we demonstrate an implicit complicity with those inequities.
\nWe can avoid these pitfalls by
\nbuilding our multicultural curriculum
\nefforts, not around cultural awareness
\nor cultural diversity, but around the
\ncultivation of equity literacy in both
\nourselves and our students. EL
\nReferences
\nGorski, P. (2013). Reaching and teaching
\nstudents in poverty: Strategies for erasing
\nthe opportunity gap. New York: Teachers
\nCollege Press.
\nHess, D., & McAvoy, P. (2014). The
\npolitical classroom: Evidence and ethics
\nin democratic education. New York:
\nRoutledge.
\nLadson-Billings, G. (1995). Toward a
\ntheory of culturally relevant pedagogy.
\nAmerican Educational Research Journal,
\n32(3), 465\u2013491.
\nLadson-Billings, G. (2006). It\u2019s not the
\nculture of poverty, it\u2019s the poverty of
\nculture: The problem with teacher
\neducation. Anthropology and Education
\nQuarterly, 37(2), 104\u2013109.
\nOlson, K. R. (2013). Are kids racist? Psychology Today. Retrieved from www
\n.psychologytoday.com\/blog\/developingminds\/201304\/are-kids-racist
\nS\u00e1nchez, L. (2014). Fostering wideawakeness: Third-grade community
\nactivists. In P. Gorski and J. Landsman
\n(Eds.), The poverty and education reader
\n(pp. 183\u2013194). Sterling, VA: Stylus.
\nSchultz, B. (2008). Spectacular things
\nhappen along the way: Lessons from an
\nurban classroom. New York: Teachers
\nCollege Press.
\nSwalwell, K. (2011, December 21). Why
\nour students need \u201cequity literacy\u201d [blog
\npost]. Retrieved from Teaching Tolerance
\nat www.tolerance.org\/blog\/why-ourstudents-need-equity-literacy
\nSwalwell, K. (2013). Educating activist
\nallies: Social justice pedagogy with the
\nsuburban and urban elite. New York:
\nRoutledge.
\nWinkler, E. N. (2009). Children are not
\ncolorblind: How young children learn
\nrace. PACE, 3(3), 1\u20138.
\nPaul C. Gorski (gorski@edchange
\n.org) is associate professor of Integrative Studies at George Mason University, Fairfax, Virginia, and founder of
\nEdChange (www.edchange.org). His
\nmost recent book, coauthored with
\nSeema Pothini, is Case Studies on
\nDiversity and Social Justice Education
\n(Routledge, 2014). Katy Swalwell
\n(swalwell@iastate.edu) is an Helpant
\nprofessor in the School of Education
\nat Iowa State University. She is the
\nauthor of Educating Activist Allies: Social
\nJustice Pedagogy with the Suburban and
\nUrban Elite (Routledge, 2013).
\nThomas Edison State College is one of the 11 senior public colleges and universities in New Jersey, and is accredited by
\nthe Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267) 284-5000.
\nDESIGN YOUR
\nYOUR OPPORTUNITIES
\nEDUCATION
\nMASTER
\nMaster of Arts in Educational Technology
\nand Online Learning
\nMaster of Arts in Educational Leadership
\n> Flexible ways to earn college credit
\n> Convenient courses offered exclusively online
\n> Practitioner-based learning through applied
\nexperiences
\n> Programs aligned with ISLLC standards
\nLEARN MORE:
\nVISIT www.tesc.edu\/heavin
\nCALL (866) 540-9378
\nGorski.indd 40 1\/29\/15<\/p>\n","protected":false},"excerpt":{"rendered":"
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