A Year of Equity Literacy: Community Actions and Invitations
Document Type
Article
Publication Date
2021
Keywords
equity literacy, critical literacy, invitations, community
Digital Object Identifier (DOI)
https://doi.org/10.1111/lit.12237
Abstract
School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community-based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice-based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community-led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time.
Citation / Publisher Attribution
Literacy, v. 55, issue 1, p. 62-76
Scholar Commons Citation
Wessel-Powell, Christy; Panos, Alexandra; and Weir, Regina, "A Year of Equity Literacy: Community Actions and Invitations" (2021). Teaching and Learning Faculty Publications. 690.
https://digitalcommons.usf.edu/tal_facpub/690
