This month we are highlighting the text, "We Got This. Equity, Access, and the Quest to be Who Our Students Need Us to Be" by Cornelius Minor (2019).
In less than 150 pages, Minor provides us as teachers with incredible tools to rethink and reengage in our classrooms with racial justice and equity framing. He asks us to start by listening, specifically calling on us to “listen to what students are really communicating” and then provides great support and evidence that we can disrupt the inequitable status quo in our classrooms. In this text, Minor creates the context for our teaching practices to be examined and improved, but especially for us as educators striving for racial justice to see how we can truly achieve it and embrace the power and opportunities in our classrooms for that work.
Minor argues, “Our journey starts with an understanding that no great good can be done for a people if we do not listen to them first. Powerful teaching is rooted in powerful listening.” As teachers of multilingual students, this is a particularly poignant idea as our listening requires strong multicultural skills, innovative language practices and commitments to multilingualism and translanguaging. And as Minor articulates, We Got This.
ICMEE highly recommends this powerful and poignant text to all teachers striving for racial justice.
More details at: https://cehs.unl.edu/icmee