Gain a transformative and practical guide that will help you deepen your understanding of how systemic inequities impact you and your students. In this book, the authors serve as co-conspirators to help educators develop authentic, inclusive approaches. You’ll learn to strategically challenge the status quo, empower other educators, and make practical changes to ensure equitable learning environments for all students.
K–12 teachers can use this book to: - Examine the complexity of identity to help them understand themselves and their students and avoid perpetuating harm
- Take a journey from examining systemic inequities that affect schools to envisioning a future of equitable education
- Identify unintentionally harmful practices and shift to culturally competent practices that ensure authenticity in the classroom
- Ponder their individual journeys as educators respond to chapter-reflection prompts
- Engage with interactive tools, activities, and reproducibles
Contents: Introduction
Chapter 1: The Value of Authenticity
Chapter 2: Teacher Identity, Intersectionality, and Cultural Competence
Chapter 3: The System and Authenticity
Chapter 4: Schooling, Authenticity, and Student Relationships
Chapter 5: (Try to) Do No Harm
Chapter 6: Dreams of an Authentic Future
Epilogue
References and Resources
Index
Jacobē Bell is a seasoned change agent with over eighteen years of diverse experience as a National Board Certified Teacher, instructional coach, educational consultant, and network administrator in both public and charter school environments. Committed to fostering sustainable and equitable practices in education, Bell firmly believes in creating asset-based environments where joy and student voices flourish. Her experience spans coaching principals, teachers, and network teams; teaching students from elementary to graduate levels; and designing culturally responsive curriculum and professional development sessions.
Bell’s influence extends beyond the classroom, as she has shared her insights at prestigious academic conferences, including the National Council of Teachers of English (NCTE), the World Education Research Association (WERA), the American Education Research Association (AERA), the Carnegie Summit, and the National Alliance for Partnerships in Equity (NAPE). She has also been a proud member of NCTE and AERA. Her expertise has graced the pages of respected publications such as The Learning Professional, The 74, and the International Journal of Qualitative Studies in Education. Her research and speaking engagements encompass a wide array of topics, from equity-centered schooling to culturally responsive classrooms and strategic school improvement.
Bell holds a bachelor’s degree from Stanford University and a master’s degree in urban education from Mercy College, and is currently pursuing her doctorate at Teachers College, Columbia University in New York, specializing in curriculum and teaching. Her professional interests include humanizing pedagogies, student-centered learning, curriculum design, asset-based teacher mindsets, culturally responsive teaching, teacher preparation, and leadership development.
Reshma Ramkellawan is an educational consultant and cofounder of Equity Consulting Group who brings a wealth of experience and passion to her role. Beyond her instructional coaching duties, she serves as a part-time lecturer at Rutgers University, guiding future educators in crafting dynamic curricular experiences. Dr. Ramkellawan’s diverse background includes stints as an English teacher, department leader, and school administrator in both New York City’s and Florida’s public school systems. She began her journey in education as an intern at a Montessori school, paving the way for roles as a substitute teacher and department leader. She emphasizes the importance of authenticity and empathy in creating a nurturing learning environment. Inspired by the educators who shaped her own path, Dr. Ramkellawan remains dedicated to uplifting students who share her background. Her multifaceted career reflects her unwavering commitment to empowering students and educators alike.
Dr. Ramkellawan is a member of NCTE and AERA, and she currently serves on the College Section Steering Committee for NCTE. She was the secretary for the Research on the Education of Asian and Pacific Americans special interest group for AERA from 2020 to 2022. She believes in the power of building the capacity of all educators. The scope of her research, publications, and public speaking ranges from curriculum and assessment to design, strategic planning for intentional school improvement, improvement science, and culturally responsive practices.
Dr. Ramkellawan received a bachelor’s degree with honors in the major in English education from the University of Central Florida. She received a master of arts in curriculum and teaching, a master of education in English education, and a doctorate in the teaching of English from Teachers College, Columbia University in New York.
