Prologue
Acknowledgments
About the Authors
CHAPTER 1 • Universal Design as an Instrument of Change
The Power and Promise of Universal Design for Learning
Connecting UDL and Social Justice
Concrete Examples and Strategies
Implementation Spotlight by Dr. Linda Nathan and Ms. Carmen
Torres
Implementation Spotlight by Ian Wilkins
CHAPTER 2 • Laying the Groundwork for Social Justice in Our
Classrooms and Learning Communities
Concept Stabilization: Defining Social Justice in Your Context
Concept Calibration: Now That We’ve Defined It, What Does It Look
Like?
Implementation Spotlight by Alice Cohen
Identity Development: Who Are We, and What Do We Believe?
Implementation Spotlight by Brian Wright
Implementation Spotlight by Robert Porter
Equity Audit
Take Action and Next Steps
Implementation Spotlight by Michael S. Martin
CHAPTER 3 • Social Justice Through Collaboration and Community
Intentional Learning Communities
Implementation Spotlight by Kari Thierer
Evidence-Based Intentional Learning
Going Beyond Access
Cogen Dialogues
Implementation Spotlight by Pamela Chu-Sheriff
Optimizing Student Voice
CHAPTER 4 • Personalized Learning for Equity
The Design Process
Implementation Spotlight by Angeline UyHam and Khari Milner
Universal Design as Design Thinking
The Power of Student Voice
Implementation Spotlight by Andratesha Fritzgerald
Supporting Executive Function Through UDL
Implementation Spotlight by Amanda Hughes
CHAPTER 5 • Identity, Mirrors, and Funds of Knowledge
Implementation Spotlight by Arthur Lipkin, EdD
Embracing Funds of Knowledge
Funds of Knowledge Activities
Implementation Spotlight by Joni Degner
Facilitating Conversations That Peek Into Mirrors and Windows
Implementation Spotlight by Tammie Reynolds
Exploring Identity and Diversity Through Writing
Implementation Spotlight by Christina Farese
CHAPTER 6 • Cultural Responsiveness and Equity
UDL as a Framework for Culturally Responsive Teaching and
Learning
Sustaining Culture Through Relationships
Implementation Spotlight by Juan Gallardo
Sustaining Culture Through Community
Implementation Spotlight by Kristie Jackson
Implementation Spotlight by Angel Tucker
Implementation Spotlight by Samantha Feinberg
Culturally Responsive Curriculum Design
Implementation Spotlight by Lissette Castillo Agyeman
How to Navigate Holidays in an Equitable Way
Implementation Spotlight by Mona M. Abo-Zena and Christina
Brown
CHAPTER 7 • Restorative Justice and Restorative Practices
Restorative Practice to Uphold High Expectations
Restorative Practice Continuum
Implementation Spotlight by Talisa Sullivan
Restorative Practice in Action
Implementation Spotlight by Adina Davidson and Annie Leavitt
Implementation Spotlight by Dr. Sarah Couplet
CHAPTER 8 • A Student’s Journey
The Early Years
Encounters With Authority
Appendix A
Appendix B: UDL Progression Rubric
References
Mirko Chardin is the Founding Head of School of the
Putnam Avenue Upper School in Cambridge, MA. Mirko′s work has
involved all areas of school management and student support. His
greatest experience and passion revolves around culturally
connected teaching and learning, recruiting and retaining educators
of color, restorative practice, and school culture. He
delivers keynotes across the nation on equity, social justice and
personal narrative. He is also a race, diversity and cultural
proficiency facilitator & leadership coach for the Aspire Institute
at Boston University’s New Wheelock College of Human Development.
He is a principal mentor for the Perone-Sizer Creative Leadership
Institute, a Trustee at Wheaton College and is an active hip-hop
artist.
Katie Novak, Ed.D. is an internationally renowned education
consultant as well as a practicing leader in education in
Massachusetts. With 17 years of experience in teaching and
administration, an earned doctorate in curriculum and teaching, and
seven published books, Katie designs and presents workshops both
nationally and internationally focusing on implementation of
Universal Design for Learning (UDL) and universally designed
leadership.
"Many teachers and educators are struggling with the concept that
′teaching is a political act.′ Many want to know, "′s that my
responsibility to teach about social issues that are often
controversial?′ Equity by Design will allow educators to
be reflective and introspective. It is a practical, realistic and
useful guide and workbook."
*Paul Forbes*
"Social justice should be the pursuit of every school, institution,
organization and individual. The authors have demonstrated how UDL
(Universal Design for Learning) can be the technique by which
social justice is achievable. Their text makes clear that simply
having a social justice lens or desire is insufficient; action is
what is needed. From culturally responsive teaching, to restorative
justice, to the design process, to navigating holidays, Novak and
Chardin provide clear rationales, practical strategies, explicit
examples, and next step actions for every educator interested in a
just society."
*Wendy Murawski*
"Equity by Design is critically relevant for educators of
today’s youth, the leaders of our future global society, to
understand how our work influences their place in the world."
*Lisa Graham*
"This book offers a powerful and concrete pathway for educators to
incorporate social justice in curriculum development, teaching
strategies and practices. Readers meet an array of educators who
put these ideas into practice and learn many ideas for creating an
equitable and inclusive school."
*Becki Cohn-Vargas*
"Equity by Design will promote usefulness for teachers and
students through its research based foundation and practical
applications. It is thought provoking!"
*Melanie Sitzer Hedges*
"Equity by Design is a must-read for anyone engaged in
educating young people. It does a phenomenal job of
identifying the barriers that many students face, as well as how
educators can help students overcome these barriers."
*Melissa Miller*
"Now, more than ever, equitable education is of the utmost
importance. Equity by Design is a great tool for getting
those hard conversations started.
*Kelsey Pretzer*
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