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Case studies on diversity and social justice education

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Case Studies on Diversity and Social Justice Education (Equity and Social Justice in Education Series) 3rd Edition, Kindle Edition

Case Studies on Diversity and Social Justice Education offers pre- and in-service educators the opportunity to analyze and reflect upon a variety of real-life scenarios related to educational equity and social justice. The accessibly written cases allow educators to practice considering a range of contextual factors, check their own biases, and make immediate and longer-term decisions about how to create and sustain equitable learning environments for all students.

Unique to this case study collection is a section of expert insights related to each case and a seven-point process for examining case studies. This framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve inequities and injustice in schools. Features of the third edition include:

• Ten new case studies and updates to existing cases that reflect societal contexts
• A series of questions to guide discussions for each case; and
• A section of facilitator notes called "Points for Consideration" that provide valuable insight for understanding how inequity is operating in each case

The cases themselves present everyday examples of the ways in which racism, sexism, cisgenderism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom, school, and district issues that are relevant to all grade levels and content areas, allowing significant flexibility in how and with whom they are used.

• ISBN-13 978-1032504209
• Edition 3rd
• Sticky notes On Kindle Scribe
• Publisher Routledge
• Publication date February 6, 2024
• Part of series Equity and Social Justice in Education
• Language English
• File size 893 KB
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Editorial Reviews

About the author.

Paul C. Gorski is a long-time educator, busy author, and the founder and lead equity specialist of the Equity Literacy Institute, USA.

Seema G. Pothini is an educator, community organizer, and advisor on equity and diversity, as well as the founder of Equity Elephant Consulting, USA.

Product details

• ASIN ‏ : ‎ B0CQ6HCFWP
• Publisher ‏ : ‎ Routledge; 3rd edition (February 6, 2024)
• Publication date ‏ : ‎ February 6, 2024
• Language ‏ : ‎ English
• File size ‏ : ‎ 893 KB
• Simultaneous device usage ‏ : ‎ Up to 4 simultaneous devices, per publisher limits
• Text-to-Speech ‏ : ‎ Enabled
• Enhanced typesetting ‏ : ‎ Enabled
• X-Ray ‏ : ‎ Not Enabled
• Word Wise ‏ : ‎ Enabled
• Sticky notes ‏ : ‎ On Kindle Scribe
• Print length ‏ : ‎ 166 pages
• Page numbers source ISBN ‏ : ‎ 1032504218
• #58 in Education Problem Solving
• #78 in Multicultural Education Methods
• #318 in Educational Professional Development

About the authors

Paul c. gorski.

Paul C. Gorski is the founder of the Equity Literacy Institute and EdChange. He has spent 30 years working with schools and other educational organizations around the world on building equitable learning environments. He has taught at George Mason University, where he developed undergraduate and graduate programs in Social Justice and Human Rights, as well as Hamline University, the University of Maryland--College Park, and the University of Virginia. Paul has written 75 articles and written, co-written, or co-edited 12 books on various topics related to educational equity and justice. He earned his B.A., M.Ed., and Ph.D. from the University of Virginia.

Seema G. Pothini

Seema brings decades of experience in the professional setting as a global consultant on diversity, equity, inclusion, and belonging. She served as president of non-profit boards, director of services, adjunct professor, district specialist, classroom teacher, youth organizer, and advocate for inclusive communities. Her books are used as a resource for readers to gain a better insight into perspectives other than their own and to enhance their skills for recognizing and responding to inequities. Her passion for eliminating barriers drives her relentless commitment to support the voices of underserved demographics and to empower all others to work towards eliminating barriers as well.

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• Case studies on diversity and...

Case studies on diversity and social justice education /

"Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. Each case, written in an engaging, narrative style, presents a complex bu...

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Excerpt: Case Studies on Diversity & Social Justice Education

This text is an abridged excerpt from chapters 1 and 2 of Case Studies on Diversity and Social Justice Education , reproduced here with permission of Routledge

Samantha, a vivacious seventh grader at Hillside School, a middle school in the predominantly low-income mountainous outskirts of northern Virginia, loves science class. By all apparent accounts, Samantha has a gift for the sciences, too. She aces all of her quizzes and tests and regularly helps classmates who are struggling with experiments. 

This makes it particularly difficult for Ms. Grady to understand why Samantha rarely turns in her science homework. Wondering whether there was an issue at home, Ms. Grady has touched base several times with her colleagues who have Samantha’s younger siblings in their classes to see whether they were noticing similar patterns. To the contrary, she learned that her younger siblings always turn in their homework.

Ms. Grady has reached out to Samantha every way she knows how, from pleading with her to offering to give her more advanced work that might engage her in new ways. On several occasions she has asked Samantha why she rarely turns in her homework. 

“It’s nothing,” Samantha typically responds. “I’ll do it next time. I promise.”

Regardless of how often she calls Samantha’s parents, nobody answers. Imagine how successful Samantha could be if only her parents cared enough to support her education , Ms. Grady has often thought to herself. 

As a conscientious teacher, Ms. Grady wants to support Samantha. On the other hand, she has roomfuls of other students who also need her attention. And, when it comes down to it, Ms. Grady’s grading policy is clear: students are allowed to turn in one homework assignment one day late without penalty—she calls this her “life happens” rule; but in every other instance, failure to turn in homework results in a grade of “0” for that assignment. 

One day after school Ms. Grady approaches Mr. Burns, a social studies teacher at Hillside who had taken a particular interest in Samantha during the previous academic year. 

“I know,” Mr. Burns says. “Brilliant young woman. I had the same experience with her. I didn’t know what to think until I decided to pay her family a visit at home.” Having grown up in the area and attended Hillside as a low-income student, Mr. Burns bristled at some of his colleagues’ deficit-laden perceptions of the local community.

It never occurred to Ms. Grady to visit Samantha’s home. “Wow!” she responds, taken aback by her colleague’s “direct action” approach to student success. “What did you learn?”

“A lot ,” he answers, explaining that Samantha’s father finally found a steady job four months after the local mill shut down. As she has done for years, Samantha’s mother continues to piece together multiple jobs. “She usually sneaks in the door around 11 p.m., an hour or so after her husband, trying not to wake the kids,” Mr. Burns explains. 

“From the moment she gets home from school until her dad returns from work, she’s babysitting Francis and Kevin, her younger siblings. She’s busy taking them to the playground, cooking them dinner, helping them with their homework.”

“Well,” Ms. Grady reflects, “that explains why her siblings’ homework is always in on time and how well Samantha does helping her classmates with their work.”

“Now all I have to do is figure out what to do about Samantha’s grade. And I wonder how many of my other students are in similar situations,” Ms. Grady says.

There exists no magic formula for solving the conundrum in which Ms. Grady finds herself. This is why, in our estimation, we must develop and hone the sorts of competencies that help us to make sense out of real-life messiness. Otherwise, we risk allowing ourselves to be swayed by popular mythology (“poor people do not care enough about their children’s education”). We risk responding without a contoured understanding for why certain conditions exist in our classrooms and schools. 

We have the power to strengthen our abilities to create equitable learning environments and to maintain high expectations for all students by considering contextual factors in addition to the everyday practicalities of our work as we shape our professional practice. 

From the moment she gets home from school until her dad returns from work, she's babysitting Francis and Kevin, her younger siblings. She's busy taking them to the playground, cooking them dinner, helping them with their homework.

The Case Method

One tool—and, in our experience, a particularly effective one—for strengthening those abilities is what is commonly called the “case method.” The premise of the case method is that by analyzing real-life scenarios based on actual events, such as the situation involving Samantha and Ms. Grady, we can practice applying theoretical ideas (such as educational equity ) to on-the-ground professional practice.*

Our process for analyzing educational cases is comprised of seven steps. The steps are accumulative, building steadily and holistically toward a set of informed, mindful responses to often complex classroom and school situations.   

Step 1: Identify the Problem or Problems Posed by the Case 

Begin by naming the challenges or problems (or potential problems) that are explicit and immediately apparent to you. Once you have a grasp of those more obvious dynamics, try to dig a little deeper. Look for less explicit, not-so-obvious examples of existing or potential bias, inequity, interpersonal tensions, stereotypes, prejudices, or assumptions. What does the case tell us about school or classroom policy, about instructional practices or curricula, about individuals’ attitudes that might hint at something deeper than those surface-level biases and inequities? 

Step 2: Take Stock of Varying Perspectives

Our case has at least a couple of obvious stakeholders. Our first task, then, for Step 2 is, as best we can, to walk in Ms. Grady and Samantha’s shoes. How might they, given who they are in relation to one another, be experiencing the situation?

Complicating matters, despite being at the center of the scenario, Samantha and Ms. Grady are only two of many affected parties. Samantha’s parents, whose other two children, Frances and Kevin, also attend the school and in the future might even have Ms. Grady as a teacher, are involved. Then there are Samantha’s classmates, the “bystanders.” How might Ms. Grady’s decisions affect other students who are from families in poverty?   

Step 3: Consider Possible Challenges and Opportunities

Our next task is to imagine the potential challenges and opportunities presented by the case. Start with the individuals involved. We might surmise that Ms. Grady has an opportunity to develop a deeper understanding of low-income students—of both the hurdles they might face and the resiliencies they demonstrate. Of course, she also faces a number of challenges, not least of which is overcoming her own biases. What sorts of opportunities and challenges does the case present for Samantha? For her classmates?

We also want to consider the institutional challenges and opportunities. We might assume, by way of challenges, that Ms. Grady might not get a tremendous amount of support if she chose to enact a homework policy that did not conform to those of her colleagues. An institutional opportunity, on the other hand, might be the chance to collaborate toward more equitable school-wide policies and practices in order to more effectively engage low-income students and families.

Step 4: Imagine Equitable Outcomes 

[W]e turn, in Step 4, to imagining what a fair and equitable resolution to the situation might look like. This is a critical step, as Steps 5 through 7 are designed to facilitate the process of working toward the outcomes we define in Step 4.

First, it’s important to distinguish equitable outcomes from equal outcomes. Equality, as we see it, connotes sameness . Equity, on the other hand, connotes fairness . Equity takes context into account.

Second, remember to think both immediate term and long term . What can be resolved right now, on the spot, and what will equity look like once it is resolved? You might decide, for example, that Ms. Grady needs to find a different strategy right now to communicate with Samantha. Perhaps an equitable outcome would be professional development on socioeconomic issues for the teachers at Samantha’s school or a strengthened relationship between Ms. Grady and Samantha’s parents.

Finally, be specific . Identify very specific, on-the-ground outcomes. How, specifically, will things be different in that classroom and school if we commit to resolving the issue and all its complexities equitably? 

Step 5: Brainstorm Immediate-term Responses

Now that you have some equitable outcomes in mind, it is time to begin brainstorming strategies to get us there. What are some of the things you might do right now , if you were in Ms. Grady’s shoes, to achieve those outcomes? This is a brainstorm, remember, so do not overthink.  

All we are doing here is making a list. It’s an informed list, based on all the work we have been doing in the previous steps. But it is still just a list.

Step 6: Brainstorm Longer-term Policy and Practice Adjustments  

In Step 6 we turn to longer-term strategies, often for more substantive change. This is where we might brainstorm ways to bolster awareness about the sorts of challenges Samantha faces throughout the school, if that is one of our equitable outcomes. It is where we focus on things such as institutional culture, school-wide practices, or even district policy, if we believe they need to be altered in order to achieve our equitable outcomes.

Here, again, we’re brainstorming. Try not to self-censor. Just focus on recording whatever ideas come to mind based on Steps 1 through 5.

Step 7: Craft a Plan of Action

During this, the final step, we craft our brainstorms into a set of specific actions that will result in the equitable outcomes we imagined in Step 5. How would you respond in order to ensure, to the best of your knowledge and power, equity for everybody involved?

A Few Final Thoughts

We recognize, of course, that in the heat of the moment we do not always have time to sit down and think through the seven steps of a case analysis process. The point is not to memorize these steps. Instead, the idea is to use them to practice our skills by reflecting on classroom situations through a diversity and social justice lens. Practice enough, and that view will become second nature. 

* Darling-Hammond, L. (2006) P owerful Teacher Education: Lessons from Exemplary Programs . San Francisco, CA: Jossey-Bass.

Apply the seven-step case method to another case—or to a case of your own with our toolkit. 

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• Directory of Cases by Topic
• 1: Introduction
• 2: Analyzing Cases Using the Equity Literacy Framework
• 3: Cases on Poverty and Socioeconomic Status
• 4: Cases on Religion
• 5: Cases on Ethnicity and Culture
• 6: Cases on Race
• 7: Cases on Sex, Gender Identity, and Gender Expression
• 8: Cases on (Dis)ability
• 9: Cases on Sexual Orientation
• 10: Cases on Language
• 11: Cases on Immigrant Status
• Appendix A: The Equity Literacy Case Analysis Worksheet
• Appendix B: Points for Consideration References.
• (source: Nielsen Book Data)

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Case Studies on Diversity and Social Justice Education (Equity and Social Justice in Education)

Description.

Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. The accessibly written cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. This revised edition adds ten new cases to offer greater coverage of elementary education, as well as topics such as body-shaming, Black Lives Matter, and transgender oppression. Existing cases have been updated to reflect new societal contexts, and streamlined for ease-of-use.

The book begins with a seven-point process for examining case studies. Largely lacking from existing case study collections, this framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve challenges related to diversity and equity in schools. The cases themselves present everyday examples of the ways in which racism, sexism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom issues that are relevant to all grade levels and content areas, allowing significant flexibility in how and with whom they are used. Although organized topically, the intersections of these issues are stressed throughout the cases, reflecting the complexities of real-life scenarios. All cases conclude with a series of questions to guide discussion and a section of facilitator notes, called 'Points for Consideration.' This unique feature provides valuable insight for understanding the complexities of each case.

About the Author

Paul C. Gorski is Associate Professor of Integrative Studies at George Mason University and the founder of EdChange.Seema G. Pothini is a former classroom teacher, cultural integration specialist, and teacher trainer who now serves as an equity and diversity consultant.

Other Books in Series

Embracing the Exceptions: Meeting the Needs of Neurodivergent Students of Color (Equity and Social Justice in Education)

Civics for the World to Come: Committing to Democracy in Every Classroom (Equity and Social Justice in Education)

Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators (Equity and Social Justice in Education)

Learning and Teaching While White: Antiracist Strategies for School Communities (Equity and Social Justice in Education)

Equity-Centered Trauma-Informed Education (Equity and Social Justice in Education)

Ableism in Education: Rethinking School Practices and Policies (Equity and Social Justice in Education)

Public School Equity: Educational Leadership for Justice (Equity and Social Justice in Education)

Becoming an Everyday Changemaker: Healing and Justice at School (Equity and Social Justice in Education)

Literacy for All: A Framework for Anti-Oppressive Teaching (Equity and Social Justice in Education)

Teaching Asian America in Elementary Classrooms (Equity and Social Justice in Education)

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