Literature and Pedagogies that Challenge the Inequities

of Social Class

Mark D. Vagle, University of MinnesotaStephanie Jones, University of Georgia

Jennifer (Jaye) Thiel, University of GeorgiaAngela Coffee, University of Minnesota

Heidi Jones, The University of Wisconsin-LacrosseShane Rayburn, Principal at North Hall

Middle School, Gainesville, GA

5 Principles for Social Class Sensitive Pedagogy

1. Analyzing educators’ and students’ experiences of class within broad social and political contexts;2. Locating and disrupting social classed hierarchies in schools and communities;3. Integrating social class and marginalized perspectives into curriculum;4. Perceiving classed bodies in moment-to-moment interactions with educators, students, and families;5. Changing broader school and classroom policies and practices to reflect an anti-classist and anti-poverty commitment.

Analyzing Educators’ and Students’ Experiences of

Class within Broad Social and Political Contexts

Integrating Social Class and Marginalized

Perspectives into Curriculum

Small Group Conversations - Critical Literacy Questions1) What kinds of stereotypes are being perpetuated or disrupted in this story?2) Who is positioned as powerful or marginalized? Whose voice is missing?3) Who might connect? Who might disconnect?4) What social class sensitive space might be opened up by this text?5) What are the assumptions of normality at play here?

the classroom project

For more information, please go to: www.theclassroomproject.comor email Mark at: vagl0006@umn.edu or Stephanie at: sjones1@uga.edu