Culturally Relevant Education
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Culturally Relevant Education
Bell Hooks (1994), an African American scholar, states, “to teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin” (p. 13).
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Culturally relevant pedagogy (CRP), also known as cultural responsive pedagogy, uses students' cultural experiences and perspectives as channels for effective teaching and learning (Gay, 2002). According to Ladson-Billings (1994), CRP empowers students "intellectually, emotionally and politically by using cultural referents to impart knowledge, skills and attributes" (p.17). However, student empowerment is dependent on connecting students' home culture with the school cultures and building critical consciousness and academic and cultural competencies (Ladson-Billings, 1995). CRP can increase the relevancy of teaching and learning, so students are engaged in meaningful ways. This inclusive approach also provides opportunities for cross-curricular learning and aids in identity exploring and adapting and adopting diverse perspectives.
Cultural Identity and Barriers
Through self reflection all stakeholders can gain awareness of their cultural insensitivity and ensure teaching and learning is inclusive, relevant and respects everyone regardless of their social, economic or cultural capital. Educators who gain awareness of their own culture, bias and assumptions can more effectively integrate different cultures within their delivery method and pedagogy to contextualize learning. Similar to critical pedagogy, CRP "nullifies the deficit-thinking model or color blindness" (Gay, 2010, p. 22). Educators and educational leaders who carefully examine their own culture and viewpoints should be mindful of stereotypes, prejudices and deficit thinking to avoid perpetuating oppression. For instance, many indigenous students and minority students are negatively affected when schools insert white mainstream culture into education instead of inserting education into culture (Peweewardy, 1993 as cited in Ladson-Billings, 1995). Therefore, it is not acceptable nor natural for marginalized groups to work harder and for schools to perpetuate privilege for the mainstream group (Shields, 2013). Bennett (1996) identifies six stages of cultural insensitivity:
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Many students disengage in learning and there can be unintentional and intentional resistance when students do not accept school as a way for intellectual development.
How can we improve? We need to make content and teaching relevant, multicultural, critical and draw from student experiences. In addition, the goal of school needs to move beyond skill and knowledge acquisition to habits of thinking and ways of participation and provide many offer more alternatives models to structure education: 1. Traditional Model: Separate subjects by bells 2. Ecological Education: Students use their environment as the classroom 3. Youth Action Research: Students' community become the analysis of thinking about real world problems and acting upon them 4: Problem Posing Inquiry: Students question relations of power and inequalities for social justice |
Bridging Home and School
Culturally Relevant Pedagogy (CRP) should be a focal point in planning, implementing and reflecting on teaching and learning for greater inclusion and social justice. Educators and other educational leaders can impact student achievement by viewing differences between students as catalysts for academic and cultural teaching and learning (White, Copper & Mackey, 2014). Thus, the classroom should be a place where all students, families and community members feel welcomed, comfortable and represented. Integrating home and school cultures are key in building a strong community where everyone feels a sense of belonging and community. In classrooms, cultural attributes such as language, clothing and music should be accepted and utilized for building cultural competencies. But the inclusion of visible cultural characteristics are just the beginning. More intensely emotional invisible cultural characteristics include characteristics such as deeply rooted, and sometimes unconscious beliefs, concepts of time and beauty and so forth (see Awareness in Action: Visible and Invisible characteristics). Ladson-Billings (1995) identify many examples of these:
1) Develop code switching (using standard and non-standard language)
2) Respect clothing choices as a form of identity
3) Connect culturally relevant language, music and literature with academic skills
4) Acknowledge and utilize families in the classroom as knowledgeable and competent resources
5) Critique texts for cultural inequalities
As stakeholders are exposed to diverse perspectives, students especially, will gain greater flexible thinking and social skills for beneficial, intercultural relationships. These skills are essential to actively participate in the new world economy where diverse collaborative cultures are the norm. Overall, CRP helps facilitate meaningful learning for a more inclusive and socially just community.
Enacting CRP through a Len of Intersectionality
After Gay began exploring Cultural Responsive Pedagogy, Kimberlé Crenshaw and then Irizarry (2007) began to view culture as more fluid and multidimensional. Identity formation is a process that is continually forming rather than an unchanging attribute. Individuals' identities are complex and include many kinds of diversity . Grant and Zwier (2011) identity seven components of CRP that are responsive to students' intersectional identities.'
1. Lenses: In CRP students and their families are assets. They are resources and their lived experiences are valued. (Allard & Santoro as cited in Grant & Zwier, 2011). These lens value students' hybrid funds of knowledge within their complex, intersectional identities (Irizarry, 2007). 2. Knowledge: Stakeholders need to be aware of the histories and cultures students may belong to (Heilman, 2010 as cited in Grant & Zweir, 2011), connect to youth and pop culture (Irizarry, 2007) and understand technological and socio-political knowledge (Gallagher-Gerutsen as cited in Grant & Zweir, 2011). 3. Experience: Stakeholders have direct experience with students' communities and understand their lived experiences. 4. Challenging, relevant content: All students are supported with a challenging curriculum rather than supporting remedial tracks with lower expectations (Camrrota, 2007 as cited in Grant & Zweir, 2011). 5. Modes of expression: To ensure students multidimensional identities are nourished, learning includes multiple modes of expression including music and social justice music, code switching and sharing stories. 6. Differentiation: It is important to provide equal opportunities and equity with different learning styles while meeting common expectations. Content, products and learning environments can be differentiated (Tomlinson, 2001 as cited in Grant, Zweir, 2011). 7. Critical consciousness and engagement: To support CRP and the continued formation of students' identities, social justice experiences should relate to students' lived context (Camarrota, 2007; Gallagher-Geurtsen, 2009 as cited in Grant & Zweir, 2011). For instance, students can critical examine injustices in their educational journeys for better engagement and learning. |
What is intersectionality?
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Children's Books that Teach Diversity are More Important Than Ever by Michelle Mafei. A list of books with book covers, summary, focus and suggested age group. Include ideas and experience about individuality, self actualization and tolerance. Explores ideas about diversity, social justice and inclusion
Aboriginal Education (K-12) by Lakehead University. A comprehensive resource. Can select by K-12 textbooks, teen fiction, children's fiction books, and graphic novels. Also includes content on integrating aboriginal perspectives.
25 Resources to Teach Kids about about Diversity by Stephanie Meade. Includes parental resources, books and media.
Peace builders
Canadian Aboriginal Books complied by teacher-librarians. It outlines books and provides a summary and suggested grade levels.
The Learning Circle: Classroom Activities on the First Nations in Canada. For elementary students and organized thematically.
Aboriginal Education (K-12) by Lakehead University. A comprehensive resource. Can select by K-12 textbooks, teen fiction, children's fiction books, and graphic novels. Also includes content on integrating aboriginal perspectives.
25 Resources to Teach Kids about about Diversity by Stephanie Meade. Includes parental resources, books and media.
Peace builders
Canadian Aboriginal Books complied by teacher-librarians. It outlines books and provides a summary and suggested grade levels.
The Learning Circle: Classroom Activities on the First Nations in Canada. For elementary students and organized thematically.
REFERENCES
Bennett, C. (1995). Comprehensive multicultural Education: Theory and Practice (3rd ed.). Massachusetts: Allen & Bacon.
Brown, M.R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic, 43, 57-62.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
Grant, C.A. & Zwier, E. (2011). Intersectionality and student outcomes sharpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religions, and geographical discrimination in teaching and learning. Multicultural Perspectives, 13, 181-188.
Hale, J. (2001). Learning while black: Creating Educational Excellence for African American Children. Baltimore. MD: John Hopkins University Press.
Hooks, B. (2003). Reflections on race and sex. In A. Darder, M. Baltodano, & R.D. Torres (Eds.), The critical pedagogy reader (pp. 238–261). New York: Routledge Falmer.
Irizarry, J. G. (2007). Ethnic and urban intersections in the classroom: Latino students, hybrid identities and culturally responsive pedagogy. Multicultural Perspectives, 9, 21–28.
Kincheloe, J. & Steinburg, S. (1997). Changing Multiculturalism. Bristol PA: Open University Press.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teaching for African-American Students. San Francisco: Jossey-Bass.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159-166.
Shields, C. M. (2013). Transformative Leadership in Education: Equitable Changes in an Uncertain and Complex World. New York, NY: Routledge.
White R.E, Copper, K., & Mackey, W. (2014). Culturally relevant education and critical pedagogy: Devolution of hierarchies of power. International Journal for Social Justice, 3, 123-140.
Brown, M.R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic, 43, 57-62.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
Grant, C.A. & Zwier, E. (2011). Intersectionality and student outcomes sharpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religions, and geographical discrimination in teaching and learning. Multicultural Perspectives, 13, 181-188.
Hale, J. (2001). Learning while black: Creating Educational Excellence for African American Children. Baltimore. MD: John Hopkins University Press.
Hooks, B. (2003). Reflections on race and sex. In A. Darder, M. Baltodano, & R.D. Torres (Eds.), The critical pedagogy reader (pp. 238–261). New York: Routledge Falmer.
Irizarry, J. G. (2007). Ethnic and urban intersections in the classroom: Latino students, hybrid identities and culturally responsive pedagogy. Multicultural Perspectives, 9, 21–28.
Kincheloe, J. & Steinburg, S. (1997). Changing Multiculturalism. Bristol PA: Open University Press.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teaching for African-American Students. San Francisco: Jossey-Bass.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159-166.
Shields, C. M. (2013). Transformative Leadership in Education: Equitable Changes in an Uncertain and Complex World. New York, NY: Routledge.
White R.E, Copper, K., & Mackey, W. (2014). Culturally relevant education and critical pedagogy: Devolution of hierarchies of power. International Journal for Social Justice, 3, 123-140.
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Created, Designed, Developed and Written by L. Goolcharan
Created, Designed, Developed and Written by L. Goolcharan