{"id":209,"date":"2019-03-13T11:41:36","date_gmt":"2019-03-13T18:41:36","guid":{"rendered":"https:\/\/blogs.ubc.ca\/educationlibrarybooklists\/?p=209"},"modified":"2024-12-02T14:43:05","modified_gmt":"2024-12-02T21:43:05","slug":"positive-personal-cultural-identity","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/educationlibrarybooklists\/2019\/03\/13\/positive-personal-cultural-identity\/","title":{"rendered":"Positive Personal & Cultural Identity"},"content":{"rendered":"

Personal and Social is one of the three Core Competencies in the BC curriculum<\/a>. Positive Personal & Cultural Identity is one of three sub-competencies in this area. Listed below are selected resources for teachers, picture books, fiction, and non-fiction related to Positive Personal & Cultural Identity.<\/p>\n

Les comp\u00e9tences personnelles et sociales sont l’une des trois comp\u00e9tences de base du programme d’\u00e9tudes de la Colombie-Britannique. L’identit\u00e9 personnelle et culturelle positive est l’une des trois sous-comp\u00e9tences de ce domaine. Vous trouverez ci-dessous une s\u00e9lection de ressources pour les enseignants, des livres d’images, des ouvrages de fiction et des ouvrages non romanesques en rapport avec l’identit\u00e9 personnelle et culturelle positive.<\/p>\n

Ressources pour les enseignant<\/strong> (Teacher Resources)<\/h3>\n

\"\" Embracing diversity: teachers’ everyday practices in secondary english language arts classrooms<\/a><\/em>,<\/p>\n

by Sarah Bickens, Frances Bittman, & David J. Connor; foreword by Sonia Nieto<\/p>\n

Niveau scolaire (Grade level): K \u2013 12
\n<\/strong><\/p>\n

This book is about the craft of teaching, with a particular focus on embracing human diversity through classic, contemporary, and unconventional texts, to develop students as critical thinkers. Narrating their own experiences in schools, the authors provide insights through reflecting upon aspects of everyday pedagogy.<\/p>\n

\"\" Culturally sustaining literacy pedagogies: honoring students’ heritages, literacies, and languages<\/a><\/em>,<\/p>\n

by Susan Chambers Cantrell, Doris Walker-Dalhouse & Althier M. Lazar<\/p>\n

Niveau scolaire (Grade level): K \u2013 12<\/strong><\/p>\n

Despite widespread interest among educators in culturally sustaining pedagogy , implementation of its practice is limited. This text provides authentic examples of culturally sustaining literacy pedagogy in real classrooms so that readers can see how CSP is enacted in practice, across multiple grade levels.<\/p>\n

\"\" Start here, start now: a guide to antibias and antiracist work in your school community<\/a><\/em>,<\/p>\n

by Dana Clark, Keisha Smith-Carrington, & Jigisha Vyas<\/p>\n

Niveau scolaire (Grade level): K \u2013 12
\n<\/strong><\/p>\n

Most educators want to cultivate an antibias and antiracist classroom and school community, but they often struggle with where and how to get started. Liz helps us set ourselves up for success and prepare for the mistakes we’ll make along the way.<\/p>\n

\"\" Read-alouds with heart. Grades 3-5: literacy lessons that build community, comprehension, and cultural competency<\/a><\/em>,<\/p>\n

by Dana Clark, Keisha Smith-Carrington, & Jigisha Vyas<\/p>\n

Niveau scolaire (Grade level): 3 \u2013 5
\n<\/strong><\/p>\n

Thoughtfully chosen multicultural mentor texts serve as a jumping-off point to important conversations that build classroom community and emphasize the humanity of each class member.<\/p>\n

\"\" At the intersection of selves and subject: exploring the curricular landscape of identity<\/a><\/em>,<\/p>\n

by Ellyn Lyle<\/p>\n

Niveau scolaire (Grade level): K \u2013 12<\/strong><\/p>\n

Exploring the Curricular Landscape of Identity aims to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invite scholars and practitioners to reconceptualize relationships with students, curriculum, and their varied contexts.<\/p>\n

\"\" Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students<\/a><\/em>,<\/p>\n

by Zaretta Hammond; foreword by Yvette Jackson<\/p>\n

Niveau scolaire (Grade level): K \u2013 12<\/strong><\/p>\n

Information on how one’s culture programs the brain to process data and affects learning relationships; Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners; Prompts for action and valuable self-reflection.<\/p>\n

\"\" All learning is social and emotional: Helping students develop essential skills for the classroom and beyond<\/a><\/em>,<\/p>\n

by Nancy Frey, Douglas Fisher, and Dominique Smith<\/p>\n

Niveau scolaire (Grade level): K \u2013 12<\/strong><\/p>\n

The authors offer a five-part model of social-emotional learning (SEL): building students’ sense of identity and confidence; helping students identify, describe, and regulate their emotional responses; promoting cognitive regulation skills; fostering students’ social skills; and equipping students to become informed and involved citizens.<\/p>\n

\"\"Teaching and Learning for Intercultural Understanding: Engaging Young Hearts and Mind<\/em>s<\/em><\/a>,<\/p>\n

by Debra Rader<\/p>\n

Niveau scolaire (Grade level): K \u2013 6
\n<\/strong><\/p>\n

Contains practical and creative strategies and activities to spark discussion on intercultural issues and ideas, including understanding culture, language, and global issues.<\/p>\n

\"\"Culturally Relevant Teaching in the English Language Arts Classroom: A Guide for Teachers<\/em><\/a>,<\/p>\n

by Sean Ruday<\/p>\n

Niveau scolaire (Grade level): K \u2013 12<\/strong><\/p>\n

A practical book for ELA teachers who want to incorporate culturally relevant teaching pedagogy into their instruction, including writing, reading, and vocabulary lessons.<\/p>\n

\"\"Emotional literacy: supporting emotional health and wellbeing in schools<\/a>, <\/em><\/p>\n

by Alison Waterhouse<\/p>\n

Niveau scolaire (Grade level): K \u2013 12<\/strong><\/p>\n

Offers research-driven, practical strategies, resources and lesson plans to support educators. Chapters span key topics including Recognizing Emotions, Understanding Emotions, Self-Regulation and Empathy. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of children and young people.<\/p>\n

Les livres d\u2019images (Picture Books)<\/h3>\n

\"\" Just ask!: be different, be brave, be you,<\/a><\/em><\/p>\n

by Sonia Sotomayor; illustrated by Rafael Lo\u0301pez<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 3 (PreK-3)
\n<\/strong><\/p>\n

As the kids work together to build a community garden, asking questions of each other along the way, this book encourages readers to do the same: When we come across someone who is different from us but we\u2019re not sure why, all we have to do is Just Ask.<\/p>\n

\"\" Homeland: my father dreams of Palestine,<\/a><\/em><\/p>\n

by Hannah Moushabeck ; illustrated by Reem Madooh<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 3 (PreK-3)
\n<\/strong><\/p>\n

A Palestinian family celebrates the stories of their homeland in this moving autobiographical picture book debut by Hannah Moushabeck. With heartfelt illustrations by Reem Madooh, Homeland: My Father Dreams of Palestine is a love letter to home, to family, and to the persisting hope of people, which transcends borders<\/span>.<\/p>\n

\"\" Different : a great thing to be!,<\/a><\/em><\/p>\n

by Heather Avis; illustrated by Sarah Mensinga<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 2 (PreK-2)
\n<\/strong><\/p>\n

Macy is a girl who\u2019s a lot like you and me, but she’s also quite different, which is a great thing to be. With kindness, grace, and bravery, Macy finds her place in the world, bringing beauty and laughter wherever she goes and leading others to find delight in the unique design of every person.<\/p>\n

\"\" Patchwork,<\/a><\/em><\/p>\n

by Matt de la Pen\u0303a; illustrated by Corinna Luyken<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 3 (PreK-3)
\n<\/strong><\/p>\n

A young dancer may grow into a computer coder; a basketball player might become a poet; a class clown may one day serve as an inspiring teacher; and today\u2019s quiet empath might be tomorrow\u2019s great leader. Your story is still being written.<\/p>\n

\"\" Melissa<\/a><\/em>,<\/p>\n

by Alex Gino<\/p>\n

Niveau scolaire (Grade level): 3 \u2013 7
\n<\/strong><\/p>\n

Melissa really wants to play Charlotte in her class\u2019s production of Charlotte\u2019s Web. But the teacher says she can’t even try out for the part… because she’s a boy. With the help of her best friend, Kelly, Melissa comes up with a plan. Not just so she can be Charlotte — but so everyone can know who she is, once and for all.<\/p>\n

\"\"<\/em>Julia\u0301n is a mermaid<\/a><\/em>,<\/p>\n

by Jessica Love<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 3 (PreK-3)
\n<\/strong><\/p>\n

When Julia\u0301n gets home, daydreaming of the magic he’s seen, all he can think about is dressing up just like the ladies in his own fabulous mermaid costume: a butter-yellow curtain for his tail, the fronds of a potted fern for his headdress. But what will Abuela think about the mess he makes — and even more importantly, what will she think about how Julia\u0301n sees himself?<\/p>\n

\"\"<\/em>Too perfect<\/a><\/em>,<\/p>\n

by Trudy Ludwig; illustrated by Lisa Fields<\/p>\n

Niveau scolaire (Grade level): Kindergarten \u2013 4
\n<\/strong><\/p>\n

Maisie is convinced that her life would be much better if she were as “perfect’ as her much-admired classmate Kayla until, after working together on a school project, she realizes that Kayla’s perfectionism is not as wonderful as it seems.<\/p>\n

\"\"<\/em>Maggie’s chopsticks<\/a><\/em>,<\/p>\n

by Alan Woo; illustrated by Isabelle Malenfant<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 2 (PreK-2)
\n<\/strong><\/p>\n

Maggie has new chopsticks, but her family tells her that she is holding them all wrong, until Father comes along to tell her that she is unique and can do it her own way.<\/p>\n

\"\"<\/em>I am Jazz<\/a><\/em>,<\/p>\n

by Jessica Herthel & Jazz Jennings; illustrated by Shelagh McNicholas<\/p>\n

Niveau scolaire (Grade level): Pr\u00e9scolaire \u2013 3 (PreK-3)
\n<\/strong><\/p>\n

From the time she was two years old, Jazz knew that she had a girl’s brain in a boy’s body. She loved pink and dressing up as a mermaid and didn’t feel like herself in boys’ clothing. This confused her family, until they took her to a doctor who said that Jazz was transgender and that she was born that way.<\/p>\n

\"\"<\/em>Sometimes I feel like a fox<\/a><\/em>,<\/p>\n

by Danielle Daniel<\/p>\n

Niveau scolaire (Grade level): Kindergarten \u2013 2
\n<\/strong><\/p>\n

An introduction to the Anishinaabe tradition of totem animals. In the tradition of the Anishinaabe people of Canada, everyone belongs to an animal clan or totem. This totem animal symbolizes the skills that each member of the clan must learn to serve their tribe.<\/p>\n

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Trouver d\u2019autres ressources<\/h4>\n

Voici quelques conseils pour trouver d\u2019autres ressources dans ce domaine :<\/p>\n