Description

Across the country, schools and districts emphasize efforts to promote educational equity, yet meaningful, lasting change continues to remain out of reach. Despite numerous powerful frameworks such as multicultural education, culturally responsive teaching, culturally relevant instruction, and culturally sustaining pedagogy, educators frequently find themselves struggling to genuinely implement equity in ways that transform experiences for students historically marginalized by traditional schooling methods, established culture, and historical practices within educational institutions. Consequently, schools often find themselves stuck in a persistent state of “equity dysfunction.”

In Belonging through a Culture of Dignity, Cobb and Krownapple argue that a primary reason for this recurring struggle is educators’ neglect of two fundamental building blocks required for successful equity programs—belonging and dignity. While the significance of dignity and belonging might initially appear obvious, the authors show that only through a deeper exploration and understanding of these concepts can educators clearly see why belonging through dignity is crucial. Once dignity and belonging are thoroughly unpacked and understood, educators gain clarity regarding the barriers that hinder meaningful, supportive, and authentic relationships with students, particularly across differences rooted in race, class, and culture. Even highly dedicated and sensitive educators require this clarity due to deeply ingrained educational norms and attitudes, termed by the authors as “dignity distortions.”

Challenging these normalized distortions, Cobb and Krownapple present three essential components necessary for successful equity implementation: inclusion, belonging, and dignity. Their goal is to support educators in moving beyond equity dysfunction, providing them with strategies and clear guidance to honor dignity and foster belonging. Ultimately, the authors seek to equip educational leaders and teachers with valuable tools to uphold the essential democratic promise offered through public schooling, breaking the repetitive cycle of inadequate equity implementation for good.