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Dismantling a Broken System

Actions to Bridge the Opportunity, Equity, and Justice Gap in American Education

By: Zachary Wright

Become a hyperlocal activist for change and help ensure a bright future for every student. Written for educators at all levels, this resource dives into the American education system, exposing the history of discrimination and offering strategies for establishing financially and academically equitable learning environments.

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Dismantling a Broken System

Become a hyperlocal activist for change and help ensure a bright future for every student. Written for educators at all levels, this resource dives into the American education system, exposing the history of discrimination and offering strategies for establishing financially and academically equitable learning environments. You’ll be empowered with specific action steps to educate yourself and others and to move toward inclusion and cultural relevance in your school community.

  • Engage in specific ways to acknowledge and educate yourself and your students about racism and improve your cultural responsiveness.
  • Know the link between school funding and local wealth and how it perpetuates educational injustice.
  • Explore ways to improve programs for those who are becoming teachers or who are new to the profession.
  • Consider new policies for teachers’ unions.
  • Discover people and organizations that are making change in their local areas.

Related Topics

Diversity & EquitySchool Improvement


Additional Information

Product Code: BKG015

ISBN: 9781952812392

“Eastman and Rasmussen have certainly given us the knowledge we need to become ‘authentic literacy practitioners who model collective efficacy’ daily with our colleagues and students. The information and examples shared encourage and illustrate how we can partner with our students as learners and in doing so gain insights that empower us as their teachers. One prevailing view that is promoted in this text is: make every assignment one that is authentic and therefore can prepare students to have the literacy skills they need to transfer their knowledge into real life situations outside of the classroom. This text certainly is a welcomed expansion of our knowledge regarding how to teach disciplinary literacy.”

Diane Lapp, Distinguished Professor of Education, San Diego State University; Instructional Coach & Teacher, Health Sciences High and Middle College

“The word authentic comes from the Greek authentes, meaning ‘acting on one’s own authority’—so hard to do. It is so much safer to defer to custom and authority: to be compliant, to seek approval, to follow rules, to chase grades, to respond to the demands of others. In this book, Billy Eastman and Amy Rasmussen show us another possibility. Working from a deep well of professional experience, they show how students can see themselves in a new way, crossing that critical line—no longer dutiful (or not so dutiful) students, but readers and writers, making choices, living literate lives.”

Thomas Newkirk, Professor Emeritus of English, University of New Hampshire; author of Writing Unbound: How Fiction Transforms Student Writers

“We all want to be in community with teachers who are as dedicated to learning and growth as Billy Eastman and Amy Rasmussen are. Their voices guide teachers in transferring research-based literacy practices into dynamic classroom routines. It’s all right here: the how and the why. Authentic Literacy Instruction shows what is necessary for teachers to become empowered and truly effective. Personal stories of student engagement and commitment renew our hope and challenge us to rise to their vision. This is an exciting, forward-thinking book.”

Penny Kittle, author of Book Love and Write Beside Them

Authentic Literacy Instruction is the book we need to shift from skills-only practice that focuses on discrete moves to a focus on purpose that puts us firmly on a pathway toward achieving student agency. Eastman and Rasmussen share stories, research, and reflective practices every teacher needs to enact the ideas schools say are important but rarely implement authentically. This book provides opportunities throughout for educators to nurture their own literacy identities and name their why in their practice, which comes down to the students. At the heart of this book is that humane relationships cultivate authentic ways of reading, writing, and communicating in a place of belonging.”

Sarah J. Donovan, Assistant Professor of Secondary English Education, Oklahoma State University
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