Abstract
Students today make up the most diverse collective of learners, with school populations being comprised of large numbers of members from historically marginalized communities. Achieving equitable learning environments requires acknowledging and adjusting our approaches to education to fully support and include students from non-dominant backgrounds. The classroom strategies and content explored in this research focuses on the importance and impact of language inclusion, social justice pedagogy, and culturally relevant resources and representation. This paper explores findings based on published research, data collected from classroom experience, and information and feedback from professionals and experts in their fields. Keywords: social justice pedagogy, multilingualism, inclusion, culturally relevant, bilingual, language, representation, oppression, equity, education
Exit Requirement
Action Research
Date of Award
6-1-2021
Degree Name
Master of Arts in Teaching (initial licensure)
Committee Chair
Jaclyn Caires-Hurley
Committee Member
Amy Baldwin
Keywords
social justice pedagogy, culturally relevant teaching, multilingualism, human right, equity
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Secondary Education
Recommended Citation
Hines, W. (2021). Language is a human right: How modern classrooms address, adjust, and provide equal access to education (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/84
Rights Statement URL
http://rightsstatements.org/vocab/InC/1.0/
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
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