Seeing Beyond: TLED 432

Literacy, Diversity and Exploration

Author: jdunkerlybean



Multimedia Resources


LGBT Teachers and Intolerance

 Charleston Syllabus (readings for teachers and students)

 White Fragility

 When will the US Apologize for Boarding School Genocide?

 Racism is not a Mental Illness


The Slave Trade: What your History Books Didn’t Tell You

Project Assignment F15


  1. Students will read the article, Using Their Words: Six Elements of Social Justice Curriculum Design for the Elementary Classroom (Picower, 2012) (IDW Rubric, SLO
  1. Students will view the Social Justice Education (SJE) project, Amanda’s Tale of Two Cities by Jennifer Spitz (available at (IDW Rubric, SLO 2)
  2. Students will use the Reading and Production (RAP) strategy to select an issue related to literacy and culturally responsive teaching and locate at least 4 other articles or media (credible sources) related to their topic (IDW Rubric, SLO 1 & 2)
  3. Using “Amanda’s Tale” as a model, students will create a multi-media text for their choice of grade level to address the selected diversity topic in an age- appropriate manner that also addresses a minimum of 3 of the elements of SJE (IDW Rubric, SLO 3,4,5)
  4. Using the information gathered on their RAP, students will write a five-page paper with references in APA style for a professional/peer audience.  (IDW Rubric, SLO 1-6).
  5. Students will post links to their multimodal projects ( YouTube, etc.) to this site and share  with peers at conference style “round-table” presentations at Midterm.


Introduction to Seeing Beyond Project

In Spring 2013, Project P6: A Program-based Portfolio and Professional Development Project to improve Pre-Service Teachers’ Writing Performance (P6) was funded as an IDW action plan to improve writing for undergraduate students in pre-service teacher preparation programs. P6 focused on professional development to support preK-6 faculty’s understanding of diversity issues and the creation of diversity-focused writing and sharing assignments hosted in a program-based digital portfolio. Specifically, it aimed to improve pre-service teachers’ writing by: 1) providing professional development; 2) engaging faculty in the collaborative development of interrelated writing assignments; and 3) developing a digital repository to support interaction with student writing across the preK-6 program.

In  Fall 2015, we were funded to continue the work of this project. In light of recent national and international events that serve to remind us that a deeper understanding of and empathy for  diverse populations is  greatly needed, we are even more committed to the ideas, perspectives and activities that this project espouses.