Embedded Files
Nous sommes en train de créer une version française de notre site web. Nous apprécions votre patience!
Our list of criteria for selecting resources is on ongoing process. Although we have a checklist provided, equity work does not stop there. It requires deep reflection and intentional development. We have provided additional questions and resources to assist you with that below the checklist.
Selecting books to use in a classroom is only one step in the process of equity-centred pedagogy. Consult our educator resources to help develop your practice!
Our criteria for selecting books:
Our criteria for selecting books:
The book is written by a Black, Indigenous or racialized person.
The book features a Black, Indigenous, and/or racialized person as the primary character(s).
The story acknowledges the diversity of experiences within a particular cultural group (challenging essentialism, tokenism and stereotypes).
The book include elements of joy and excellence (rather than only stories of trauma).
The book allows for making links with contemporary issues and audiences.
The book offer opportunities to develop intercultural understanding of diverse French-speaking communities and other communities around the world.
Engaging critically with texts
Engaging critically with texts
As you read the text, keep the following questions in mind. We also recommend you take notes on what you think might be some possible responses to these questions. This will help you prepare for a more in-depth discussion about the book with your colleagues and with your students.
Not all these questions have clear cut or easy answers. If you find some of them difficult to answer, take note of what is challenging about them and discuss this with your trusted colleagues. This is an important part of professional learning!
Diversity
Does the text showcase diversity of: ethnicity and race, family structure, socio-economic status, sexual orientation, and mental health?
Does the text recognize the diversity within aspects of these social identities?
How are these social identities treated?
How is the diversity within the social identities treated?
Themes
What conflicts, themes, ideas, concepts are dealt with in the text? How are these resolved, settled and/or treated? Provide examples.
Does the text interrogate issues of power or privilege?
Are issues of race/racism central to the concerns of the text? If they are, are they written from dominant or racialized voices?
French Languages & Cultures
How does this text represent French in different cultures?
Are there different varieties of French represented in this book? Which ones?
Are there different varieties of French cultures being represented in the book? Which ones?
Reader-response
Does this text lend itself to being read from multiple perspectives?
How does this text support students to make :
text to self connections,
text to text connections
text to world connections
Is this text focused on contemporary issues aimed at modern audiences? Explain.
How can the issues in the text be made relevant to the recommended grade level?
Note that these questions were developed based on school board documents that recommend criteria and rationale when making equitable text selections.
We are currently trying to make more of an emphasis to support texts that emphasize joy.
We are currently trying to make more of an emphasis to support texts that emphasize joy.
Page updated
Google Sites
Report abuse