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Culturally Responsive Practices Dr. Rosemarie Allen Metropolitan State University of Denver
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Culturally Responsive Educa<on is a framework that ensures students’ cultural references in all aspects of
teaching and learning. From: Ladson-‐Billings (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-‐Bass Publishers
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Why Culturally Responsive Educa<on is important?
Achievement Gaps Dispropor<onality
Addressing the of an increasingly diverse student popula<on for a variety of individual and systemic reasons.
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Gender Inequity: Boys are 54% of the popula<on and comprise
78% of preschool suspensions
From: United States Department of EducaJon, 2016
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African American girls are
20% of the preschool popula<on
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But 54% of female
suspensions in preschool
From: United States Department of EducaJon,
2016
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Black Boys are 19% of the preschool
popula<on yet 45% of males suspended
From: United States Department
of EducaJon, 2016
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Children with disabili/es are dispropor/onately suspended in K-‐12
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Black and La<no students have less access to giSed and talented educa<on (GATE) programs
From: United States Department of EducaJon,
2016
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Black and La<no students have less access to high-‐level math and science courses:
From: United States Department of EducaJon,
2016
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English learners represent 5% of students in
schools that offer AP courses, but 2% of the students
enrolled in at least one AP course
From: United States Department of EducaJon, 2016
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All students need high quality, culturally
responsive instruc<on
Teaching and learning is a social and cultural
process
Language and culture are strengths to be
built upon
Equity Alliance at ASU
From: Irvine & Armento (2001). Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. New York, New York: The McGraw Hill Companies, Inc.
This is a self-‐reflecJve process. “Because there are no quick and simple soluJons, no single program or packaged intervenJon to train teachers to teach culturally diverse students, the issue of reflecJon becomes
criJcally important. Any aSempt to generate “tricks of the trade” must be avoided
because of the complexity of the issue and because of the individual needs, moJvaJons,
experiences, and abiliJes of children of color.”
Addressing Our Own Biases
Let’s Reflect on Ourselves
Why Don’t We Want to Talk About Race?
“We have become so poli<cally correct that we don’t know what to say and
when to say it. We don’t know what to say to anyone anymore.” Lee Jones, Florida State University.
Let’s Pretend it doesn’t exist! • Racial E<quefe: Not polite to discuss that which makes us uncomfortable (Omi and Winant, 2002).
• Saying “We’re all the same”, or “I don’t see color” fails to acknowledge difference others experience (Harries, 2014).
Cultural Disconnects
What is Culture? Culture: • The way we live • Values, mores, customs • Behavioral expecta<ons • Belief Systems • Communica<on styles • Tradi<ons that are shared and passed between genera<ons
Culture impacts the way children: • Learn • Cope • Solve problems • Communicate
Viewing the child through this cultural context provides an understanding of the child and the factors that
influence learning and behaviors
(Gay, Geneva 2010. Culturally Responsive Teaching)
“You Must Study The Student!” Gloria Ladson-‐Billings
I Wish My Teacher Knew:
Elements: Of Culture At School
We must be aware of our own cultural framework and context
1The Culture that Already Exists 2The Culture We Bring
3The Culture That is Created
Kozleski, (2010). Culturally Responsive Teaching Mafers! Equity Alliance
The Cultural Background We Bring With Us:
Beliefs and percep<ons
Personal Iden<<es
Cultural Prac<ces
Kozleski, Elizabeth (2010). Culturally Responsive Teaching Mafers! Equity Alliance
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The
Culture we bring with
us…
Iceberg Theory of Culture
Beyond Culture, Edward T. Hall, 1976
The Roots: Unseen and
rarely discussed: • Habits & assump<ons, • understandings, values,
judgments • nature of friendships, • tone of voice, • antude toward elders, • concept of cleanliness, • paferns of group
decision-‐making, • preference for
compe<<on or coopera<on, • problem-‐solving
The Branch/Leaves: What we see: • Dress • Music • Food At the Trunk: Hidden Rules Some/mes Discussed: • concepts of <me, • personal space, • rules of conduct, • facial expressions, • nonverbal communica<on
Cultural congruence between the child’s home and school is the cornerstone of culturally responsive prac<ces (Joseph & Strain, 2010; Monroe, 2010).
Developing a child-‐centered, culturally relevant, affirming and suppor<ve environment decreases the incidents of challenging behaviors in early childhood senngs (Bal, Thorius & Kozleski, 2012; Fox & Hemmeter, 2009; James, 2013; Powell, Dunlap & Fox, 2006).
Culturally Responsive Prac<ces uses the cultural capital of the child to inform and drive all teaching and learning (Gay, 2010) .
Culturally responsive prac<ces affirm and sustain the cultural capital the child brings into the classroom environment.
Culturally responsive prac<<oners use the culture of the child as the founda<on for teaching and learning.
Children’s cultural iden<ty is developed, fostered and embraced in culturally responsive classrooms. (Gay, 2002; Ladson-‐Billings, 1994)
Effec<ve implementa<on of culturally responsive prac<ces requires professional development ac<vi<es that include knowledge of: • implicit bias and its impact on decision
making, • culturally responsive prac<ces and
how to implement the prac<ces in the classroom,
• the role of cri<cal reflec<on in challenging assump<ons, as well as interpre<ng, understanding and reframing experiences (Brookefield, 1995; Delpit, 2012; Gay, 2002; Mezirow, 2003).
• “Kids get it, that we get them”
Principle One: Students are honored in their cultural connec/ons • The children are represented in:
– Content – Stories – People – Examples – Inclusion – Kids feel honored recognized and seen
Principle One Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
Principle Two Principle 2 Teachers are personally culturally invi/ng
– Kids understand that we enjoy them and enjoy being with them
– There are personal connec<ons to each student
– Teachers develop personal, meaningful and posi<ve rela<onships with each child
• “Kids get it, that we like them”
Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
Principle Three Principle 3 • Classroom is physically and culturally invi/ng
– Children see themselves in the classroom
– Pictures, books, games, reflect the culture of the children
– The classroom is afrac<vely displayed with learning
• “School looks like me”
Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
Principle Four Principle 4 Children’s development and efforts are reinforced
– Teachers see children from a strength-‐based lens
– Teachers look for and acknowledge the posi<ve behaviors of children
– Children are perceived as smart and capable learners
• “Catch kids being good”
Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
Principle Five Principle 5 Adjus<ng instruc<onal strategies to meet the needs of unique learning and cultural styles of the children • Accommoda<ng WHO the kids are
• “Singing in harmony with the kids song”
Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
Principle Six Principle 6 Classroom management is caring and consistent
– Children are inten<onally taught culturally appropriate prosocial skills
– Children are taught classroom expecta<ons
– Rules are clear, implemented consistently, and reinforced regularly
– Guidance is instruc<ve, not puni<ve
• “Respect begins with the teacher”
Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
Principle Seven Principle Seven: Instruc/on is individual as well collec/ve • Coopera<on skills are promoted
• Individual development is supported
• Peer-‐to-‐peer teaching and learning takes place
• “Student-‐Centered Learning”
Gary Howard, 7 Principles of Culturally Responsive Teaching. You Tube
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Culturally Responsive Teaching is…
Culturally Responsive Prac<ces
The LENS through which teachers SEE Children and their
learning.
The FILTER through which teachers LISTEN to how
children express their needs and desires
The WAY in which teachers INTERACT with children using curricular materials,
and making educa<onal decisions
Where Are You in your journey to becoming culturally responsive?
LOVE HAS NO LABELS
hfps://www.youtube.com/watch?v=PnDgZuGIhHs