Culturally Responsive Pedagogy (Nieto “Racism, discrimination, and student…
Culturally Responsive Pedagogy
“Racism, discrimination, and student achievement”
Negative or destructive behaviors that can result in denying some group’s life necessities as well as the the privileges, rights, and opportunities enjoyed by other groups.
“How people are excluded or deprived the rights or opportunities as a result of the normal operations of the institution.”
Racism in schools: Labeling, grouping, and teaching of resulting from scores on ethnocentric, biased tests.
Black students are disproportionately underrepresented in gifted and talented programs.
The individual attitudes and beliefs of individuals about an entire group
Sexism: "Girls are not as smart as boys"
Teachers giving female students less feedback than they give to their male students
Maintaining the status quo through silence
Unintentional discrimination is practiced by well-meaning teachers who fear that talking about race will only exacerbate the problem
Difficult to get teachers to participate in anti-racism trainings
Teachers reject literature about race and racism
“But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy”
Academic success is followed by:
c. Students must develop a critical consciousness through which they challenge the status quo of the current social order.
3-year study of successful teachers of African American students
Every teacher had their own way of teaching
b. Students must develop and/or maintain cultural competence
Eight teachers were spread across four schools in the district and were subjected to the specific administrative styles of four different principles.
a. Student must experience academic success
Bartolome (1944) found the right teaching strategies and argues for a humanizing pedagogy that respects and uses the reality, history, and perspectives of students as an integral part of education practice".
Culturally Relevant Pedagogy
Cultural Competence is culturally relevant teaching that requires students to maintain some cultural integrity as well as academic excellence.
The Hechinger report on D.L.
Loewenberg Ball makes the argument that teacher training ought to address these constant judgment calls directly
Make possible teahers' efforts to teach in ontextually sensitive and culturally responsive ways.
Enable teachers to connect school to the world
Enable racism and other forms of oppression to flow into schools
Support efforts to disrupt inequity
Restrict teachers' professional freedom through standardization
Reproduce racism and other forms of oppression
Impede efforts to make schools more responsive, contextual, culturally responsive
"Unwrapping the Holidays"
He encouraged the faculty to represent other holidays in December.
Dale Weiss talks about his expriences teaching for the first time
He encourages his students to take action on unfair situations.
Teaches his students that not everybody celebrates Christmas.
Faculty is upset with Dale because the faculty approved his decisions about representing more cultural holidays.
He ends up regretting his decision but still tells his readers that the best teachers come from being the best authentic human beg