Culturally Responsive Teaching & Critical Pedagogy

Cul t ural l y R pons i ve
es
Teac hi ng & Cri t i c al
Pedagogy

Jenee Henry & Vi c D az
i
2013 TLD Sum i t
m
M phi s , TN
em

<I nser t Dat e Her e>
1

Openi ng D s c us s i on
i

Read t he poem “B ooker T. and W E. B ” and
. .
our def i ni t i on of Cul t ural l y R pons i ve
es
Teac hi ng. Spend a f ew m ent s di s c us s i ng:
om

• H does t hi s poem hel p i l l us t rat e t hi s
ow
def i ni t i on?
• W hat s t ands out t o you about t he poem and t he
def i ni t i on?
• W hat pers onal c onnec t i ons c an you make t o t he
def i ni t i on and/or t he poem?
• W hat prof es s i onal c onnec t i ons c an you make t o
t he def i ni t i on and/or t he poem ?

2

Out c omes

Part i c i pant s w l l l eave t hi s s es s i on…
i

o W t h a c oherent c onc ept ual m of cul t ur al l y
i ap
r esponsi ve t eachi ng and cr i t i cal pedagogy t hat t hey
can use t o anal yze and devel op cl assr oom s, cor ps
m ber s, and st af f t r ai ni ngs.
em
o Feel i ng c onnec t ed t o a c om uni t y of st af f m ber s
m em
com i t t ed t o devel opi ng cul t ur al l y r esponsi ve
m
t eacher s and cl assr oom s.
o Feel i ng m i vat ed t o t ake on prac t i c es al i gned wi t h
ot
cul t ur al l y r esponsi ve t eachi ng and cr i t i cal
pedagogy.

3

Agenda

1 Ope ni ng Di s c us s i on ( 15 mi n. )

2 I d e nt i t y Bo r de r l a nds ( 4 0 mi n. )

3 Di s pos i t i ons of Cul t ur a l l y Re s pons i ve
Te a c he r s ( 40 mi n. )

4 “ A Pe da gogy of Oppos i t i on” ( 40 mi n. )

5 I mpl i c a t i ons of Cul t ur a l l y Re s pons i ve
Te a c hi ng ( 15 mi n. )

4

Conc ept ual Map
W Y?
H
• The achi evem ent gap i s a
soci al const r uct
• Educat i on i s a
“ st r uggl e f or power ’ and
l i ber at i on
W O?
H
• Fr eedom and Li ber t y
cannot be gi f t ed f r om one • St udent s and
H ?
OW f am l i es m
i ust be at
gr oup t o anot her
• Cl assr oom Level : t he cent er of t he
Cur r i cul um , Theor y of Change
Pedagogy, and Short Term & Long Term • St udent s as f or ces
Rel at i onshi ps Outcomes of change i n t hei r
• CM Lev el : own com uni t i es
m
Di sposi t i ons f or • St udent s must
cul t ur al l y navi gat e t he
W AT?
H bor der l and bet ween
r esponsi ve t eachi ng
• Academ c Achi evem
i ent t he wor l ds of
• Cul t ur al Com pet ence school and hom e
• Cr i t i cal Consci ousness

5

Af f i rm ng s t udent s ’ c ul t ural
i
i dent i t i es i s key i n devel opi ng
t hei r ac adem c i dent i t y.
i
H s t ori c al l y, t hi s has been a
i
t roubl es om rel at i ons hi p f or
e
m any s t udent s f rom m argi nal i zed
bac kgrounds , w ho s t ruggl e t o
rec onc i l e w ho t hey are at hom e
w th w
i ho t hey are at s c hool .

6 6

Anna E. B dw n
al i

• HS Engl i sh, Com D s c us s i on
i
posi t i on and
Li t er at ur e Ques t i ons :
• Fl at head I ndi an Reser vat i on i n • H ow do you s ee
M ont ana t he c onc ept s
• “ Cul t ur e em anat es f r om m eor i l l us t rat ed i n
t han et hni c i t y . Ther e i s t een t hi s vi deo?
cul t ur e, hom cul t ur e, as wel l
e • W hat does t hi s
as t r adi t i onal cul t ur e. So, I
m ake you t hi nk
us e [ t ex t s] t hat appeal t o
st udent s ’ i nt er es t s, about your ow n
backgr ounds and abi l i t i es. ” w ork?
• Thr ough “ ear nest di s cus si on • W hat ques t i ons
about t hi ngs t hat m t er ,
at or c onc erns
pr ovocat i ve as si gnm ent s and does t hi s
t ext s , and suppor t i v e and
rai s e f or you?
hones t r el at i onshi ps , s t udent s
wi l l l eave [ t he] cl assr oom
wi t h a bet t er sense of
7

Agenda



3 Di s po s i t i on s o f Cul t ur a l l y Re s po ns i ve
Te a c h e r s ( 4 0 mi n. )

4 A “ Pe da gogy of Oppos i t i on” ( 40 mi n. )


8

Cul t ural l y R pons i ve Teac hi ng
es
i s a pers pec t i ve as m h as i t ’ s
uc
a t ool , t heref ore i t i s as
im port ant t o f oc us on t eac hers ’
di s pos i t i ons as i t i s t o f oc us
on t hei r ac t i ons .

9 9

D s pos i t i ons of Cul t ural l y R pons i ve
i es
Teac hers

Vi l l egas ’ and Luc as ’ D s pos i t i ons of
i
Cul t ural l y R pons i ve Educ at ors :
es

• Soc i oc ul t ural Cons c i ous nes s
• Af f i rm ng At t i t ude Tow
i ards Cul t ural
D f f erenc e
i
• Cons t ruc t i vi s t Approac h t o Teac hi ng &
Learni ng
• Unders t and s t udent pri or
know edge/experi enc e
l
• B l d i ns t ruc t i on of f of s t udent
ui
pri or know edge
l
• Feel c apac i t y and res pons i bi l i t y t o
be res pons i ve

10

Jenee’ s Hypot hes i s

11

Darnel l Fi ne
D s c us s i on
i
• M Hum
S ani t i es Ques t i ons :
• At l ant a Nei ghbor hood Char t er • W hat evi denc e
M ddl e School
i do you s ee of
• “ Bui l d on t he knowl edge
t he
st udent s br i ng f r om hom … e
di s pos i t i ons ?
[ and] em phasi z e m eani ngf ul
connect i ons t o r eal - l i f e • W here do t hes e
cont ext s . ” di s pos i t i ons
• “ I n m cl assr oom i ncl usi on
y , c om f rom and
e
i s n’ t l i m t ed t o cel ebr at i ng
i how are t hey
cul t ur al di f f er ences … [ I devel oped?
pr ovi de] spaces f or [ st udent s ] • W hat ques t i ons
t o ex pr ess t hei r m t i pl e
ul
per spect i ves. ” or c onc erns
does t hi s
rai s e f or you?
12

Agenda



Te a c h e r s ( 4 0 mi n. )



13

“The hi s t ory of Am c an Indi an
eri
educ at i on c an be s um ari zed i n
m
t hree s i m e w
pl ords : St ruggl e f or
pow er. ”
( Lom ai m 2000, p. 2)
aw a,

Assimilation- Culturally
Based Responsive
Education Education

1414

P ri c i a Cej udo
at

St udent i n Vi c ’ s CAHSEE Prep Cl as s , 2005- 2006.
• Fi r st i n f am l y t o gr aduat e f r om hi gh school and
i
col l ege.
• B. A. , Soci al W k; M nor i n Spani sh – San Jose
or i
St at e Uni ver si t y
• M obi l i zes DREAM s i n San Jose and t he Bay Ar ea
er
• " The shor t age of st af f , counsel or s, and pr ogr am s
m ade i t har d f or m t o r ecei ve i nf or m i on about
e at
t he r equi r em ent s f or col l ege. Al so, I di dn' t
under st and t hat pl ent y of t he st af f at t hese
i nst i t ut i ons wer e not f ul l y pr epar ed t o
under st and or gui de m nor i t i es, l ow i ncom
i e, and
undocum ent ed st udent s. [ M . Di az] educat ed us
r
about our r i ght s as i m i gr ant st udent s, and
m
or gani zed us t o bet t er r epr esent our needs and 15

TUSD s M c an Am c an St udi es
’ exi eri

Now banned, t he program s res ul t s are rem
’ arkabl e.
• W l above di st r i ct
el Critically Compassionate Intellectualism
and st at e aver ages on
st at e t est s of Increased Academic Achievement
=
r eadi ng, wr i t i ng and
Academic + Academic
ma t h. Proficiency Identity
• Enr ol l i n post - =
secondar y
i nst i t ut i ons at a Student/
r at e wel l above Teacher/
Curriculum Pedagogy
Parent
Lat i no nat i onal Interaction
aver age
• I ncr eased cl ass
engagem ent
• 95% of st udent s 16

Lawrenc e Tan
D s c us s i on
i
• 5 t h Gr ade Ques t i ons :
• 122 nd St . School ; Los Angel es, • W hat evi denc e
CA do you s ee of
• Fi ve pi l l ar s: Engage, Educ at e,
al l of t he
Ex per i ence, Em power and Enact .
c onc ept s on
• Tan s ays hi s s t udent s s ucc eed
our m ap?
ac adem c al l y—
i and he
ac com i shes t hi s by us i ng a
pl • H ow do you s ee
soci al j ust i ce cur r i cul um . t hes e c onc ept s
“ The dev el opm ent of yout h i nt o bui l di ng of f
soci al l y cr i t i cal and of eac h ot her?
r esponsi bl e i ndi v i dual s i s of • W hat ques t i ons
t he hi ghest i m por t ance. ”
or c onc erns
does t hi s
rai s e f or you?
17

Agenda



Te a c h e r s ( 4 0 mi n. )



18

Where W ve B
e’ een & Where W re Goi ng
e’

Choos e a Breakout Group f or engagi ng i n c onvers at i on,
s hared unders t andi ng and c ont i nual ref l ec t i on:

– Teac hi ng As Leaders hi p & TAL 2. 0

– Us i ng t he Conc ept ual M t o D
ap evel op Cul t ural l y
R pons i ve St af f and Corps M bers
es em

19

PLACE HOLD …
ER .

20

Compare t he Fol l ow ng…
i

“D evel op s t udent s ’ “The not i on t hat s i m y pl
rat i onal unders t andi ng w orki ng hard w l li
t hat t hey c an ac hi eve ens ure t hat s t udent s
by w orki ng hard ( ‘ I c an ac hi eve i m i es
pl
c an’ ) t hrough evi denc e t hat s t udent s w ho don’ t
of s t udent s ’ ow n ac hi eve t hei r dream s
progres s , s t at i s t i c s , f ai l ed bec aus e t hey
expl i c i t di s c us s i ons of di dn’ t w ork hard
m l eabl e i nt el l i genc e,
al enough. W c h, i f w
hi e
c reat i ve m arket i ng, ac know edge t he
l
l everagi ni ng t he bi g s ys t em c s t ruc t ures of
i
goal s , et c . ” i nequal i t y i n our
c ount ry, w know
e
i s n’ t t rue. ”
21

i

“D evel op s t udent s ’ “W need t o t al k
e
rat i onal unders t andi ng s pec i f i c al l y about
t hat t hey w l l benef i t
i hel pi ng s t udent s
f rom ac hi evem ent ( ‘ I i dent i f y, navi gat e, and
w ant ’ ) t hrough overc om t he s t ruc t ural
e
c onnec t i ons bet w een barri ers t hat s t and
c l as s ac hi evem ent and bet w een t hem and t hei r
t hei r l i ves and dream . ”
s
as pi rat i ons ,
s t at i s t i c s , c reat i ve
m arket i ng, l everagi ng
t he bi g goal , et c . ”

22

i

“D evel op s t andards - “Ins t ead of arm ng and
i
al i gned, m urabl e,
eas equi ppi ng our t eac hers
am t i ous , and f eas i bl e
bi t o hel p f os t er
goal s t hat w l l
i s t udent ’ s i dent i t y-
dram i c al l y i nc reas e
at dri ven l eaders hi p, i t
s t udent s ’ opport uni t i es f eel s l i ke w re
e’
i n l i f e. ” t eac hi ng t hem
[ s t udent s ] how t o
operat e i n a w t e hi
m s w
an’ orl d rat her t han
c hangi ng i t t o ref l ec t
t hei r i dent i t i es . ”

23

M . M l l s : 9t h- 10t h Grade Engl i s h
rs i

Ac adem c Ac hi evem
i ent and St udent s part i c i pat ed i n a
Grow h
t uni t anal yzi ng Ari zona l aw
SB 1070.
M n Idea: 62% t o 82%
ai • “ I t was cool get t i ng a l et t er
f r om Sher i f f Joe, t hough m y
Fac t and Opi ni on: 74% t o
85% m om al m ost sm acked m when
e
she saw m nam and t he
y e
Aut hor’ s Purpos e: 62% t o
Sher i f f ’ s addr ess. Now t hat I
71%
have t hi s m ean- soundi ng
Text Feat ures : 68% t o 81% l et t er f r om Sher i f f Joe, I
can show i t t o ot her peopl e
so t hey won’ t vot e f or hi m
next t i m ” e.
• “ The bi ggest t hi ng I r em ber
em
about t he SB1070 pr oj ect was
t hat m f am l y and I
y i
di scussed i t a l ot . W spent
e
a l ot of t i m f ocusi ng on t 24
e he

Ot her Conc ept s
Definition Common Misconceptions
A strategy for making school curriculum A perspective that dramatically alters
Culturally relevant to the lives of students and reflective dominant school practices in order to
Relevant of students’ experiences. affirm students’ backgrounds and
Teaching identities.
A perspective on education that embraces A sufficient attempt at disrupting
Multicultural cultural diversity and celebrating the cultural relationships of power and domination.
Education differences between different groups.
An educational process of developing anti- An all-encompassing framework for
Anti-Racist racist attitudes in students and teachers. teacher education, nor student
Education actions/habits and outcomes.
Our approach towards creating diverse and A perspective on curriculum, pedagogy,
Diversity and inclusive spaces within our organization. or teaching practices that address the
Inclusiveness historical, social, cultural and racial
context of education.
The ability to survive and thrive in one’s own A destination or arrival. A stand-alone
Cultural and multiple different cultural contexts by capacity that develops devoid of
Competence understanding power and privilege. understanding one’s own identity, or a
understanding of power.

25

Ques t i ons W re P
e’ urs ui ng

Thes e ques t i ons keep us up at ni ght & w ake us up
i n hat ar orni ng… i s es and as s um i ons em
• Wt he m t he prem
e pt bedded i n
cul t ur al l y r esponsi ve t eachi ng?
• I n what ways does cul t ur al l y r esponsi ve t eachi ng
al i gn or com pet e wi t h t he way our or gani zat i on
ar t i cul at es rac e, c l as s , pri vi l ege, and pow ?
er
• To what ext ent can cul t ur al l y r es ponsi v e t eac hi ng
hel p us under st and our m t s uc c es s f ul t eac hers at
os
a m ndset / dr i ver / di sposi t i on l evel ?
i
• W hat br oader s t udent out c om and t eac her ac t i ons
es
ar e r eveal ed t hr ough a cul t ur al l y r esponsi ve
t eachi ng per spect i ve?
• How does cul t ur al l y r espons i ve t eachi ng dr aw a
st r ai ght l i ne bet ween our or gani z at i on’ s
consci ous ness and t he wor k of our t eacher s, as wel l
26

How are Educ at ors Al ready Us i ng CRT?

Several t eam have al ready brought
s P art i al l i s t of
c ul t ural l y res pons i ve t eac hi ng and regi ons w ho have
c ri t i c al pedagogy i nt o t hei r w ork… i nnovat ed t hrough
c ul t ural l y
At t he Cl as s room Level res pons i ve
– Cul t ur al l y Responsi ve Uni t Pl ans t eac hi ng and
– Connect i ons t o Com uni t y Gr oups and
m c ri t i c al
M ber s
em pedagogy:
– Di scussi ons about Power , Pr i vi l ege • Sout h D akot a
and I dent i t y • N ew M c o
exi
At t he CM Lev el • Col orado
– Ser i es of Sessi ons and W kshops
or • P hoeni x
– Di scussi on and Cr i t i cal I nqui r y • Los Angel es
Gr oups • R o Grande
i
– Excel l ent School Vi si t s Val l ey
At t he St af f Level • H ous t on
– Di scussi on Gr oups & Book St udi es • San Ant oni o
– Pr of essi onal Devel opm ent Sessi ons • P l adel phi a
hi
27
• Great er N ew

Com on Them i n H
m es OW ( Cl as s room
Level )
Curri c ul um - Local , r el at abl e, and per sonal i zed
- St udent exper i ences, hom l i f e, and “ f unds
e
of knowl edge” have i m por t ant space i n t he
cur r i cul um
- “ Ki ds bef or e cont ent ”
- Or i ent at i on t owar d soci al j ust i ce and
cr i t i cal under st andi ng of t he wor l d

Pedagogy - St udent - cent er ed: t eacher i s “ de-
cent r al i zed”
- Const r uct i vi st
- St udent s as knowl edge cr eat or s t hr ough
i nvest i gat i on, connect i on, and di al ogue.
R at i ons h
el - Em ace ki ds’ cul t ur e, com uni t y cul t ur e,
br m
i ps hom cul t ur e.
e
- Aut hent i c car i ng dem onst r at ed by car i ng
about what t he ki ds car e about .
- Car i ng f o r st udent s: i nvest i gat i ng
st er eot ype, wor ki ng wi t h st udent s t o i m ove
pr
28
l i f e and com uni t y, wor ki ng wi t h st udent s t o
m

Si gni f i c ant Chal l enges

• R pons i venes s vs . R evanc e
es el

• R pons i ve m hods as w l as c urri c ul um
es et el
– “H ki ds . Y
i ou’ re oppres s ed. Let m break t hat dow f or you,
e n
and l et m hel p you w t h t hat . ”
e i

• Cons t ant devel opment and ref l ec t i on.
– “O h, w al ready di d t hi s l as t year. I ’ ve read m t of t hos e
e os
art i cl es . ”

• Teac hers l et t i ng go of power and de- c ent ral i zi ng t hem el ves
s
– CM l et t i ng go of ow
s ners hi p and t rus t i ng t hei r s t udent s .

• D s pos i t i ons geared t ow
i ards monoc ul t ural i s m and uni c ul t ural i s m.

29

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