A critical resource for K-12 educators that serve BIPOC and first-generation students that explores why inclusive and culturally relevant pedagogy is necessary to ensure the success of their students

The practices and values in the US educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. BIPOC dropout rates and levels of stress and anxiety have linked with non-inclusive school environments. In this collection, 3 educators tell and will draw on their experiences as immigrants and educators to address racial inequity in the classroom and provide a thorough analysis of different strategies that create an inclusive classroom environment. White educators that serve BIPOC students will benefit from these reflections on incorporating culturally relevant pedagogies that value the diverse experiences of their students.

With a focus on Haitian and Dominican students in the US, the authors will reveal the challenges that immigrant and first-generation students face. They’ll also offer insights about topics such as:

   • How do language policies and social justice intersect?
   • How can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum?
   • How can educators center the needs of the student within the classroom?
   • How can educators support Haitian Creole-speaking students?

Explores how teachers can effectively educate students who immigrate from Haiti, the Dominican Republic, and other island nations and countries. The practices and values in the U.S. educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. In this collection, three educators and will draw on research, as well as their experiences as immigrants and educators, to address racial inequity in the classroom. With a focus on Haitian and Dominican students in the U.S., the authors will reveal the challenges that immigrant and first-generation students face. They'll also offer solutions to pressing questions such as: • how can educators support Haitian Creole-speaking students; • how do language policies and social justice intersect?; • how can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum?<

“Education Across Borders is a powerful cri de coeur, appeal, study, and manifesto from three fervently passionate, highly empathetic, and experienced educators who are transforming K–12 education for BIPOC and first-generation students, particularly from Haiti and the Dominican Republic. . . . It is the kind of book that belongs in every classroom, as it could help safeguard young people’s futures and even save their lives.”
—Edwidge Danticat, author of Brother, I’m Dying

“A rallying cry recommended for all who care to connect their students to schools as sites of possibility.”
—Carola Suárez-Orozco, cofounder, Re-Imagining Migration, and Distinguished Professor, University of Massachusetts, Boston

“A must-read for all educators interested in transforming anti-racist theory into everyday classroom practice.”
—Peniel E. Joseph, author of The Sword and the Shield: The Revolutionary Lives of Malcolm X and Martin Luther King Jr.

“Education Across Borders fiercely advocates that teachers of Haitian, Dominican, and other students with immigrant backgrounds—whose language and cultural needs are largely neglected in classrooms—must do better. Sylvain, Tamerat, and Cerat’s collective years of teaching and research, and depth of theoretical knowledge, provide important insight for ensuring both academic success and positive socio-emotional development for students learning English. This book is for all who are deeply committed to the success of language-minority students and are willing to passionately advocate for it. As such, it should serve as a resource for every educator who teaches these students.”
—Audra M. Watson, director, WW Teaching Fellowship, Institute for Citizens & Scholars