Download ppt - Culturally Responsive Teaching & Critical Pedagogy

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Culturally Responsive Teaching & Critical

Pedagogy

Jenee Henry & Vic Diaz2013 TLD Summit

Memphis, TN

<Insert Date Here>

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Opening Discussion

Read the poem “Booker T. and W.E.B.” and our definition of Culturally Responsive Teaching. Spend a few moments discussing:

• How does this poem help illustrate this definition?• What stands out to you about the poem and the definition?• What personal connections can you make to the definition and/or the poem?• What professional connections can you make to the definition and/or the poem?

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Participants will leave this session…

Outcomes

o With a coherent conceptual map of culturally responsive teaching and critical pedagogy that they can use to analyze and develop classrooms, corps members, and staff trainings.

o Feeling connected to a community of staff members committed to developing culturally responsive teachers and classrooms.

o Feeling motivated to take on practices aligned with culturally responsive teaching and critical pedagogy.

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Agenda

1 Opening Discussion (15 min.)

3 Dispositions of Culturally Responsive Teachers (40 min.)

2 Identity Borderlands (40 min.)

4 “A Pedagogy of Opposition” (40 min.)

5 Implications of Culturally Responsive Teaching (15 min.)

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Conceptual MapWHY?

•The achievement gap is a social construct• Education is a “struggle for power’ and liberation• Freedom and Liberty cannot be gifted from one group to another

WHAT?• Academic Achievement• Cultural Competence• Critical Consciousness

HOW?• Classroom Level: Curriculum, Pedagogy, and Relationships• CM Level: Dispositions for culturally responsive teaching

WHO?•Students and families must be at the center of the Theory of Change•Students as forces of change in their own communities•Students must navigate the borderland between the worlds of school and home

Short Term & Long TermOutcomes

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Affirming students’ cultural identities is key in developing their academic identity. Historically, this has been a troublesome relationship for many students from marginalized backgrounds, who struggle to reconcile who they are at home with who they are at school.

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Anna E. Baldwin

• HS English, Composition and Literature• Flathead Indian Reservation in

Montana• “Culture emanates from more than

ethnicity. There is teen culture, home culture, as well as traditional culture. So, I use [texts] that appeal to students’ interests, backgrounds and abilities.”

• Through “earnest discussion about things that matter, provocative assignments and texts, and supportive and honest relationships, students will leave [the] classroom with a better sense of themselves, their world and their place in it.”

Discussion Questions:

• How do you see the concepts illustrated in this video?

• What does this make you think about your own work?

• What questions or concerns does this raise for you?

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Agenda




4 A “Pedagogy of Opposition” (40 min.)


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Culturally Responsive Teaching is a perspective as much as it’s a tool, therefore it is as important to focus on teachers’ dispositions as it is to focus on their actions.

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Dispositions of Culturally Responsive TeachersVillegas’ and Lucas’ Dispositions of Culturally Responsive Educators:

• Sociocultural Consciousness• Affirming Attitude Towards Cultural Difference• Constructivist Approach to Teaching & Learning• Understand student prior knowledge/experience• Build instruction off of student prior knowledge• Feel capacity and responsibility to be responsive

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Jenee’s Hypothesis

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Darnell Fine

• MS Humanities• Atlanta Neighborhood Charter

Middle School• “Build on the knowledge students

bring from home … [and] emphasize meaningful connections to real-life contexts.”

• “In my classroom, inclusion isn’t limited to celebrating cultural differences… [I provide] spaces for [students] to express their multiple perspectives.”


• What evidence do you see of the dispositions?

• Where do these dispositions come from and how are they developed?


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Agenda






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“The history of American Indian education can be summarized in three simple words: Struggle for power.” (Lomawaima, 2000, p. 2)

Assimilation-Based

Education

CulturallyResponsiveEducation

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Student in Vic’s CAHSEE Prep Class, 2005-2006.

Patricia Cejudo

• First in family to graduate from high school and college.• B.A., Social Work; Minor in Spanish – San Jose State

University• Mobilizes DREAMers in San Jose and the Bay Area• "The shortage of staff, counselors, and programs made it

hard for me to receive information about the requirements for college. Also, I didn't understand that plenty of the staff at these institutions were not fully prepared to understand or guide minorities, low income, and undocumented students. [Mr. Diaz] educated us about our rights as immigrant students, and organized us to better represent our needs and make our voices heard. [In college] I have become a stronger and better prepared student activist and keep fighting for the rights of my community, as well as educating them for much more effective mobilization."

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Now banned, the program’s results are remarkable.

TUSD’s Mexican American Studies

• Well above district and state averages on state tests of reading, writing and math.

• Enroll in post-secondary institutions at a rate well above Latino national average

• Increased class engagement

• 95% of students report regularly discussing their experiences in school with family members.

Critically Compassionate Intellectualism

Increased Academic Achievement

AcademicProficiency

AcademicIdentity

Curriculum Pedagogy

Student/Teacher/Parent

Interaction

+

=

=

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Lawrence Tan

• 5th Grade• 122nd St. School; Los Angeles, CA• Five pillars: Engage, Educate,

Experience, Empower and Enact. • Tan says his students succeed

academically—and he accomplishes this by using a social justice curriculum. “The development of youth into socially critical and responsible individuals is of the highest importance.”


• What evidence do you see of all of the concepts on our map?

• How do you see these concepts building off of each other?


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Agenda






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Where We’ve Been & Where We’re Going

Choose a Breakout Group for engaging in conversation, shared understanding and continual reflection:

– Teaching As Leadership & TAL 2.0

– Using the Conceptual Map to Develop Culturally Responsive Staff and Corps Members

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PLACE HOLDER….

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Compare the Following…

“Develop students’ rational understanding that they can achieve by working hard (‘I can’) through evidence of students’ own progress, statistics, explicit discussions of malleable intelligence, creative marketing, leveragining the big goals, etc.”

“The notion that simply working hard will ensure that students can achieve implies that students who don’t achieve their dreams failed because they didn’t work hardenough. Which, if we acknowledge the systemic structures of inequality in our country, we knowisn’t true.”

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“Develop students’ rational understanding that they will benefit from achievement (‘I want’) through connections between class achievement and their lives and aspirations, statistics, creative marketing, leveraging the big goal, etc.”

“We need to talk specifically about helping students identify, navigate, andovercome the structural barriers that stand between them and their dreams.”

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“Develop standards-aligned, measurable, ambitious, and feasible goals that will dramatically increase students’ opportunities in life.”

“Instead of arming and equipping our teachers to help foster student’s identity-driven leadership, it feels like we’re teaching them [students] how to operate in a white man’s world rather thanchanging it to reflect their identities.”

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Students participated in a unit analyzing Arizona law SB1070.

Academic Achievement and Growth

Main Idea: 62% to 82%

Fact and Opinion: 74% to 85%

Author’s Purpose: 62% to 71%

Text Features: 68% to 81%

Mrs. Mills: 9th-10th Grade English

• “It was cool getting a letter from Sheriff Joe, though my mom almost smacked me when she saw my name and the Sheriff’s address. Now that I have this mean-sounding letter from Sheriff Joe, I can show it to other people so they won’t vote for him next time.”

• “The biggest thing I remember about the SB1070 project was that my family and I discussed it a lot. We spent a lot of time focusing on the part of the Pledge of Allegiance that says, ‘And justice for all.’ This means everyone, not just Whites.”

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Other ConceptsDefinition Common Misconceptions

Culturally Relevant Teaching

A strategy for making school curriculum relevant to the lives of students and reflective of students’ experiences.

A perspective that dramatically alters dominant school practices in order to affirm students’ backgrounds and identities.

Multicultural

Education

A perspective on education that embraces cultural diversity and celebrating the cultural differences between different groups.

A sufficient attempt at disrupting relationships of power and domination.

Anti-Racist

Education

An educational process of developing anti-racist attitudes in students and teachers.

An all-encompassing framework for teacher education, nor student actions/habits and outcomes.

Diversity and

Inclusiveness

Our approach towards creating diverse and inclusive spaces within our organization.

A perspective on curriculum, pedagogy, or teaching practices that address the historical, social, cultural and racial context of education.

Cultural Competen

ce

The ability to survive and thrive in one’s own and multiple different cultural contexts by understanding power and privilege.

A destination or arrival. A stand-alone capacity that develops devoid of understanding one’s own identity, or a understanding of power.

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These questions keep us up at night & wake us up in the morning…

Questions We’re Pursuing

• What are the premises and assumptions embedded in culturally responsive teaching?

• In what ways does culturally responsive teaching align or compete with the way our organization articulates race, class, privilege, and power?

• To what extent can culturally responsive teaching help us understand our most successful teachers at a mindset/driver/disposition level?

• What broader student outcomes and teacher actions are revealed through a culturally responsive teaching perspective?

• How does culturally responsive teaching draw a straight line between our organization’s consciousness and the work of our teachers, as well as between our Diversity and Transformational Change core values?

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How are Educators Already Using CRT?

Several teams have already brought culturally responsive teaching and critical pedagogy into their work…

At the Classroom Level– Culturally Responsive Unit Plans– Connections to Community Groups and

Members– Discussions about Power, Privilege and Identity

At the CM Lev el– Series of Sessions and Workshops – Discussion and Critical Inquiry Groups– Excellent School Visits

At the Staff Level– Discussion Groups & Book Studies– Professional Development Sessions

Partial list of regions who have innovated through culturally responsive teaching and critical pedagogy: • South Dakota• New Mexico• Colorado• Phoenix• Los Angeles• Rio Grande Valley• Houston• San Antonio• Philadelphia• Greater New Orleans

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Common Themes in HOW (Classroom Level)

Curriculum - Local, relatable, and personalized- Student experiences, home life, and “funds of knowledge” have important space in the curriculum- “Kids before content”- Orientation toward social justice and critical understanding of the world

Pedagogy - Student-centered: teacher is “de-centralized”- Constructivist- Students as knowledge creators through investigation, connection, and dialogue.

Relationships

- Embrace kids’ culture, community culture, home culture.- Authentic caring demonstrated by caring about what the kids care about.- Caring for students: investigating stereotype, working with students to improve life and community, working with students to understand race, class, gender, etc.

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Significant Challenges

• Responsiveness vs. Relevance

• Responsive methods as well as curriculum – “Hi kids. You’re oppressed. Let me break that down for you,

and let me help you with that.”

• Constant development and reflection.– “Oh, we already did this last year. I’ve read most of those

articles.”

• Teachers letting go of power and de-centralizing themselves– CMs letting go of ownership and trusting their students.

• Dispositions geared towards monoculturalism and uniculturalism.