![]() ![]() This expansion includes an unpacking of the belief followed by a chart of suggestions and resources for K-12 teachers, teacher educators, and researchers. Accordingly, we will first briefly enumerate our eight principles and then follow with a more detailed discussion about and expansion of each principle, particularly in terms of what each means for literacy and literacy education classrooms. We intend this document to provide teachers and teacher educators with a philosophical and practical base for developing literacy classrooms that meet the needs of linguistically and culturally diverse learners. This document is built upon our values and democratic sensibilities in addition to a generation of literacy research conducted via multiple methods on cultural and linguistic diversity inside and outside of schools. ![]() Toward these ends, we have assembled a document that states our beliefs and recommendations for action. Through critical, self-reflexive practices embedded in our research and our teaching, we can work against racial, cultural, linguistic, and socioeconomic inequalities by creating humane classrooms where students and teachers learn to use language and literacy in critical and empowering ways. ![]() ![]() As public intellectuals and agents of change, we recognize that English teachers and teacher educators are complicit in the reproduction of racial and socioeconomic inequality in schools and society. ![]()
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