Matching Pairs Principles of Equity Literacy for Educators of Students in PovertyOnline version The goal of this activity is to solidify our commitment to our work around poverty and equity. Let's consider how we are addressing some of these principles as we continue to work across our building on our CRP goal. Through this activity your team will match the principles of equity to the commitments of equity literacy. by Marilee Tanner 1 Principle 3. Poor people are diverse 2 Principle 7. Equitable educators adopt a resiliency rather than a deficit view of low-income students and families 3 Principle 6. Class disparities in education are the result of inequities, not the results of cultures 4 Principle 2. Poverty and class are intersectional in nature. 5 Principle 1.The right to equitable educational opportunity is universal and people experiencing poverty are the experts on their own experiences. 6 Principle 9. The inalienable right to equitable educational opportunity includes the right to high expectations, higher order pedagogies, and engaging curricula 7 Principle 8. Strategies for bolstering school engagement and learning must be based on evidence for what works 8 Principle 5. Test scores are inadequate measures of equity. 9 Principle 4. What we believe, including our biases and prejudices, about people in poverty informs how we teach and relate to people in poverty. Commitment-- Equity-literate educators know that our teaching philosophies and practices are driven at least in part by our belief systems, so in addition to relying on practical strategies for teaching low-income students, we become equitable educators when we are willing to change fundamentally what we believe about low-income students and their families. Commitment-- Equity-literate educators understand that class is an intersectional identity for students, so we cannot fully understand how class inequities operate, even in our own classrooms, without also understanding how inequities related to race, gender, language, immigrant status, disability, and other identities operate. Commitment-- Equity-literate educators are aware that equity or its absence cannot be captured by standardized test scores, which measure, as much as anything, levels of prior access to educational opportunity, cannot capture student experience. Raising test scores is not the same thing as creating an equitable learning environment. Commitment-- Equity-literate educators recognize and draw upon the resiliencies and other funds of knowledge accumulated by poor and working class individuals and communities, and reject deficit views that focus on fixing disenfranchised students rather than fixing the things that disenfranchise students Commitment-- Equity-literate educators demonstrate high expectations for all students, including low- income students, in part by offering them the same sorts of higher-order pedagogies and engaging curricula commonly found in classrooms or schools with few or no low-income students. Commitment-- Equity-literate educators recognize that poor and working class people are diverse, so that studying a singular “culture of poverty” will not help us understand individual low-income students or families better, and may, instead, strengthen our stereotypes. Commitment-- Equity-literate educators understand that educational disparities primarily result not from cultural conflicts, but from inequities, so that the goal of eliminating disparities requires us to eliminate inequities rather than changing students’ cultures. Commitment-- Equity-literate educators believe that every student has an inalienable right to equitable educational opportunity. Educators recognize people experiencing poverty as partners in an effective approach to address class-based school inequities. Commitment-- Equity-literate educators, aware of the magnitude of societal bias against poor and working class people, are committed to basing instructional decisions, not on what’s popular or what popular biases might dictate, but on evidence of what works.
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