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It traces how unequal opportunities accumulate through segregated schooling, Native American boarding and residential programs, limited pathways to higher education, and biased assessment and disability classification. The brief proposes paying back this debt through culture and presents teaching and learning as interconnected cultural endeavors supported by guiding principles, stories, reflective questions, and curated teacher resources.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-by-design-teaching-and-learning-as-cultural-endeavors/585736/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equity-by-design-teaching-and-learning-as-cultural-endeavors/585736.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the brief explain ongoing educational inequities for Students of Color?","Question",{"text":111,"@type":112},"It reframes inequities in academic achievement as an “equity debt” accumulated through long histories of unequal educational opportunities rather than as within-child deficits.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the brief mean by paying back the equity debt through education?",{"text":116,"@type":112},"It argues that culture can be one means of paying back this equity debt by supporting teaching and learning environments that recognize students as cultural beings.",{"name":118,"@type":109,"acceptedAnswer":119},"What guiding principles does the brief introduce for understanding culture in teaching and learning?",{"text":120,"@type":112},"It suggests thinking of culture as a verb rather than only a noun and emphasizes that culture is hybrid and dynamic, shaping participation in practices and activities.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585736,1792078237,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","[Graphic description: Colored silhouettes/profiles of heads & faces of  \nchildren of different racial/ethnic backgrounds.]  \nEquity by Design:  \nTeaching and Learning as Cultural Endeavors  \nTaucia González  \nAlicia Monzalvo  \nMichelle Silvers  \nTeaching and Learning as Cultural Endeavors  \nIn this Equity by Design brief, we bring a cultural lens to focus on the pernicious and persistent educational inequities in academic achievement that Students of Color continue to experience. Historically, these outcomes were long misunderstood as achievement issues, or an “achievement gap.” Ladson-Billings (2006) reframed this troubling issue as an equity debt. This important reframing highlighted educational disparities not as evidence of within-child deficits, but rather as a debt owed to Students of Color after long histories of inequitable educational opportunities. The educational debt is an historical accumulation of unequal educational opportunities such as having separate and unequal schools, Native American boarding schools and residential programs, tracking that did not include broad pathways to higher education for Students of Color, inappropriate special education assessment practices, disproportional representation of Students of Color in subjective disability categories, and other discrepancies contributing to achievement discrepancies. We posit that culture is one means of paying back this equity debt in the education.  \nIn this brief we look at how teaching and learning can be understood as two interconnected cultural endeavors that support learning, particularly for Students of Color. Although culture can be a powerful idea to bring to teaching and learning, it can also be confusing. We, of course, want to think of culture in deep and complex ways (beyond food, holidays, and dress), but  \nthen we move into the culture-is-everythingand-everywhere explanations which are not very useful to practice. Teaching and learning are undoubtedly connected activities, yet they can all too often be understood in ways that are very limiting for Students of Color. For this reason, we dive into thinking about teaching and learning as cultural endeavors in a few different ways. First, we start with a working definition of  \n[Image description: Elementary-aged students of different racial/ethnic and gender expressions, listening to their teacher read to them.]  \nwhat we mean by culture accompanied by some guiding principles. Second, we recognize some of the scholars that have helped lay a cultural foundation for thinking about teaching and learning. This also facilitates an understanding of the evolutions of some of the terms that have made their ways into schools and in order to help teachers understand how these works are connected, build upon eachother, and differ from each other. Next, we provide three stories from the authors, which help bring culture alive in teaching  \n- 1-  \nand learning accompanied by reflective questions. Finally, we provide a curated set of resources that teachers can access to continue their own learning or to think about as curricular tools.  \nWhat is Culture?  \nThough we focus on culture as it pertains to Students of Color in this brief, we do not use culture as a euphemism for Students of Color. It is not uncommon for educators and researchers to refer to “culturally and linguistically diverse students” when they are really referring to Students of Color. Indeed, we understand that everyone has culture. Infact, we argue that all students are culturally and linguistically diverse (Giroux, 1997) .  \nWe also recognize that school and classroom cultures are largely based on white cultural norms where Eurocentric cultural practices are treated as normative practices, or the standard (Ladson-Billings, 1999; Sleeter, 2017) . For example, Eurocentric ways of speaking, interacting, and participating are normalized, given value and power, and centered. It is from these cultural norms that comparisons and determinations","cbCaiepiz6bPpAg2","https://ap.wps.com/l/cbCaiepiz6bPpAg2","pdf",2109696,21,"English","# Equity by Design\n## Teaching and Learning as Cultural Endeavors\n## What is Culture?","[{\"question\":\"How does the brief explain ongoing educational inequities for Students of Color?\",\"answer\":\"It reframes inequities in academic achievement as an “equity debt” accumulated through long histories of unequal educational opportunities rather than as within-child deficits.\"},{\"question\":\"What does the brief mean by paying back the equity debt through education?\",\"answer\":\"It argues that culture can be one means of paying back this equity debt by supporting teaching and learning environments that recognize students as cultural beings.\"},{\"question\":\"What guiding principles does the brief introduce for understanding culture in teaching and learning?\",\"answer\":\"It suggests thinking of culture as a verb rather than only a noun and emphasizes that culture is hybrid and dynamic, shaping participation in practices and activities.\"}]","Equity by Design - Teaching and Learning as Cultural Endeavors | PDF",1792055695,53]