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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Transform your classroom and school and create opportunities for students from all cultural backgrounds Culture to the Max!: Culturally Responsive Teaching and Practice presents readers with a powerful new set of Culturally Responsive Teaching standards that can be used by teachers and administrators to counter institutionalized racism and white supremacy. The book offers an in-depth look into the practice and implementation of Culturally Responsive Teaching that can inform curriculum development, teacher evaluation, and classroom and culture evaluation. In this book, readers will find: * The criteria necessary to apply consistent reliability and efficacy guidelines to culturally responsive practices * A seven-pillar Culturally Responsive Teaching framework that includes essential skills development, experiential learning, leadership development, identity development, restorative justice, social and emotional learning, and sociopolitical consciousness * Expert opinions, practice tips, and personal anecdotes that address the challenges and triumphs of the implementation of culturally responsive classroom behaviors Perfect for K-12 educators and administrators, Culture to the Max! also belongs in the libraries of teachers-in-training and higher education professionals who seek to acknowledge, respond to, and celebrate the right of all students to enjoy full and equitable access to education.
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Veröffentlichungsjahr: 2022
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Table of Contents
COVER
TITLE PAGE
COPYRIGHT
DEDICATION
INTRODUCTION
STUDENT ACHIEVEMENT
WHY CULTURALLY RESPONSIVE TEACHING AND PRACTICE?
CULTURALLY RESPONSIVE TEACHING DOMAINS AND STANDARDS
EDUCATION POWERED'S CULTURALLY RESPONSIVE TEACHING DOMAINS AND STANDARDS
CHAPTER 1: COMMUNITY PARTNERSHIP
COMMUNITY KNOWLEDGE
FAMILY INVOLVEMENT
SUPPORT SYSTEM
CONTEXTUAL LEARNING
COMMUNITY SERVICE AND LOCAL PARTNERSHIPS
SUMMARY
CHAPTER 2: CULTURE MANAGEMENT
ESTABLISHING HARMONY
SETTING HIGH EXPECTATIONS AND CLASSROOM SYSTEMS
ORGANIZING YOUR SPACE
DESK SETUP
MATERIALS MANAGEMENT
STUDENT-LED MANAGEMENT
THE WRAP UP
A FINAL STORY
SUMMARY
CHAPTER 3: AUTHENTIC ENGAGEMENT
NO PLACE IS AS ENGAGING AS THE BLACK CHURCH
COLLABORATION, STUDENT DISCOURSE, AND SHARED EVALUATION
LESSON STRUCTURE AND INQUIRY-BASED LEARNING
ENERGY & PACE, PHYSICAL MOVEMENT, AND MULTIMEDIA
DIFFERENTIATION & RIGOR
MEANINGFUL EXPERIENCES
SUMMARY
CHAPTER 4: SOCIAL JUSTICE CURRICULUM
SELF-CONCEPT
UNDERSTANDING INEQUITY
CULTURAL KNOWLEDGE AND CONTENT RELEVANCE
ANTI-BIAS THEMES
DIVERSE PERSPECTIVES
SOCIAL ACTION
AGENCY
SUMMARY
CHAPTER 5: CULTURALLY RESPONSIVE TEACHING: FROM THEORY TO PRACTICE
RECOMMENDATION 1
RECOMMENDATION 2
RECOMMENDATION 3
RECOMMENDATION 4
RECOMMENDATION 5
WORKBOOK PLANNING GUIDE
REFERENCES
APPENDIX A: 7 POWER ELEMENTS
APPENDIX B: REFERENCE GUIDE
CULTURALLY RESPONSIVE TEACHING STANDARDS AND DOMAINS + POWER ELEMENTS
ABOUT THE AUTHORS
DAVID MCDONALD, M.ED.
DANIELLE ROSS, M.ED.
ANDRE ROSS, M.ED.
SHONTORIA WALKER, ED.D.
ACKNOWLEDGMENTS
INDEX
END USER LICENSE AGREEMENT
Guide
Cover
Table of Contents
Title Page
Copyright
Dedication
Introduction
Begin Reading
References
Appendix A: 7 Power Elements
Appendix B: Reference Guide
About the Authors
Acknowledgments
Index
End User License Agreement
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CULTURETO THE MAX!
CULTURALLY RESPONSIVE TEACHING AND PRACTICE
DAVID MCDONALD, M.ED.
DANIELLE ROSS, M.ED.
ANDRE ROSS, M.ED.
SHONTORIA WALKER, ED. D.
ILLUSTRATED BY CAMERON WILSON
Copyright © 2022 John Wiley & Sons. All rights reserved.
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Library of Congress Cataloging-in-Publication Data
Names: McDonald, David (Educator), author. | Ross, Danielle (Educator), author. | Ross, Andre (Educator), author. | Walker, Shontoria, author.
Title: Culture to the max! : culturally responsive teaching and practice / David McDonald, Danielle Ross, Andre Ross, Shontoria Walker.
Description: Hoboken, NJ : Jossey-Bass, [2022] | Includes index.
Identifiers: LCCN 2022010312 (print) | LCCN 2022010313 (ebook) | ISBN 9781119832416 (paperback) | ISBN 9781119832430 (adobe pdf) | ISBN 9781119832423 (epub)
Subjects: LCSH: Multicultural education. | Culturally relevant pedagogy. | Educational equalization.
Classification: LCC LC1099 .M42 2022 (print) | LCC LC1099 (ebook) | DDC 370.117—dc23/eng/20220511
LC record available at https://lccn.loc.gov/2022010312
LC ebook record available at https://lccn.loc.gov/2022010313
COVER DESIGN: PAUL MCCARTHY
COVER ART: © GETTY IMAGES | KLAUS VEDFELT
FIRST EDITION
We dedicate this book to the students who sat in our classrooms. There would be no us, without you.
To our families and mentors, who were our first teachers and showed us what responsive teaching looked like before we even knew what it was.
INTRODUCTION
Not everything that is faced can be changed, but nothing can be changed until it is faced.
—James Baldwin
Students of color are not broken. The educational system designed to serve them, is. Educators have often heard of the vast opportunity gaps between students of color. However, the deep-rooted systemic problems are often absent from the conversation. Beyond the inequities in school funding. Beyond the lack of access to resources and challenging curriculum. The educational experiences of students of color are different from their white counterparts. From the moment they walk into the schoolhouse to the moment that they leave the school grounds, the experience of schooling for students of color is unparalleled. In traditional teaching styles, how students walk, talk, their lived experiences and cultural backgrounds are not considered high on the priority list of leading to academic achievement and success (Emdin, 2017). As an organization, Education PowerED is here to tell you that embedding a student's cultural background into their learning experiences is the key to their social, emotional, and academic success.
Founded in 2019, Education PowerED is one of the fastest growing movements in education promoting culturally responsive teaching (CRT) practices to transform and shift the culture of education. Based in Dallas and Houston, Texas, Education PowerED consists of two entities, (1) Education PowerED 501(c)3, a nonprofit research organization that provides access to research-informed, transformative educational frameworks that centers originally produced teacher materials as the foundational model of our work and (2) Education PowerED Consulting Agency, where we facilitate professional development trainings named the Educator Empowerment Series, using culturally responsive classroom lessons, tools, and resources. Over 20,000+ educators engage with our brand daily. The professional development experiences that we lead are intentionally designed to equip educators with the mindset and knowledge necessary to implement CRT into their classrooms.
The disparities in student experiences have been documented long past landmark policy laws that shifted education, such as Brown vs. Board of Education. The U.S. Supreme Court ruled segregated schools unconstitutional in 1954. According to archived studies, extensive research includes first-hand accounts of how integration altered the schooling experiences of students of color. For example, stories like Ms. Ruby Sales, who became the director and founder of the nonprofit organization Spirit House and served as a former member of the Student Nonviolent Coordinating Committee (SNCC), challenged that many people fail to look to the past to seek answers to our current problems in education. She commanded that America is dealing with a “counterculture” of education after segregation was ruled unconstitutional, which would enable students of color not to be the victims of the current educational system. Sales documented how Southern Black teachers who shared the same hue as most of their students before segregation were phenomenal educational leaders and students of their craft, while many still exist today. However, no one has been compelled to ask those educators how they managed to do it? What tools and skills did they use to vitalize students to believe that they could impact the world around them even when society says they couldn't? What critical instructional strategies might we learn from them? How may they deal with complicated student-teacher interactions when an understanding of self is misaligned?
Other critical stories from trailblazers such as Ms. Julia Matilda Burns detailed her experiences of how identity and culture were stripped away from students of color as they integrated white spaces. She noted that her white counterparts had gone the extra mile to preserve their students’ identity by continuing to recreate their own sacred spaces in the form of private institutions with high tuition costs even after integration. From the broader view, these private institutions offered specialized training by highly qualified educators, accelerated academic tracks, guaranteed college-bound pathways to Ivy League institutions, and promises of producing well-rounded students with unique extracurricular programs. It sounded like the perfect institution for all students to excel. However, students of color were not welcomed in these spaces. As integration became the law of the land and Black students integrated white schools and majority white communities, white families would move to protect and preserve who they were in what is deemed as white flight. Therefore, the schools that were meant to provide better opportunities for all students became a beacon of growing opportunity gaps between students of color and their white peers.
As a school board member, educator, and parent in Holmes County, Mississippi, Ms. Burns noted that when her Black son and his peers attempted to integrate a white school in Tchula in 1965, the school was burned down twice. As a plan to bypass the new integration laws in the South, the local white community chose to start their private white academy to maintain their status quo. While her son continued to attend the newly integrated schools, they were treated as less than undeserving, and although they were children, they felt as though they were seen as adults and thus treated as adults in school settings. Additionally, she documented her own schooling experiences, like the first time she ever saw a brand-new textbook in her freshman year of high school due to a new course requirement to graduate.
In addition to the tumultuous experience of schooling for Black students during integration, LatinX students experienced similar resistance approximately ten years prior, which set a precedent to the Brown vs. Board of Education decision. In 1944, a Mexican American parent named Gonzalo Méndez was told by the Orange County School District that his three children had to attend the Mexican school even though their fair skin cousins attended the white school in the district. Though no laws legally allowed segregation for LatinX families and children, Méndez and other Mexican American families sued the district. They won the class-action lawsuit in the Méndez vs. Westminster trial and at appellate levels of the federal court system. Young Sylvia Méndez recalled hearing the white defendants cite evidence stating that due to lack of exposure to segregation, Spanish-speaking children were developmentally disabled in learning the English language and blending races within white schools developed a typical cultural attitude against the American ideals. Though the Mexican schools, as Méndez recalled, lacked the proper resources to build academic knowledge and skills with half-torn, second-hand textbooks and wooden shacks, and instead focused on preparing the young boys for labor work and the young girls for housekeeping, she would rather stay at the schools where she felt welcomed than go to a school that considered her less than.
Manuel Sandoval recalled similar experiences to Méndez’s with separated educational spaces between races, Black and white, and between citizenship, American and Panamanian. When the United States included the Panama Canal Zone, he noted that he never experienced discrimination until he and his family lived in the Canal Zone, where there was a clear distinction between Black Americans, Black Panamanians, and white Americans. Because the Brown vs. Board decision only applied explicitly to race and not citizenship, those who belonged to Panamanian or West Indian citizenship remained segregated long after the decision. When Spanish language instruction replaced U.S.-based English instruction for non-U.S. citizens in Latin America, West-Indian children who grew up on English-speaking islands were left at a disadvantage. The cultural shift of language and education created a massive exodus of Central American immigrants to the U.S. between 1960 and 1970.
STUDENT ACHIEVEMENT
The opportunity gap of students of color has continued to widen over time. Though the new law deemed segregation unconstitutional, and schools began to integrate, highly qualified, certified, Black teachers were not welcomed in these educational institutions (Fay, 2018). Therefore, students who once felt a sense of belonging at their previous schools, with most teachers who may have looked like them, were now stripped of the significance of kinship. Where self-actualization was once a priority for students of color and the educators who served them, feelings of personal unfulfillment, personal dissatisfaction, self-alienation, and detachment from the curriculum and instruction now plagued the classroom environment. The cultural climate of the schoolhouses shifted from high expectations and accountability to survival. As we continue to place a magnifying glass on the elements of the educational system, we then begin to see how the shift to standardized testing has continued to be the avenue of these disparities in student achievement throughout history.
As the demographic makeup of American schools began to change, standardized testing initially designed to measure achievement to attain access to either military opportunities or higher levels of education, unfortunately, was found to be deeply biased towards students from communities of color, specifically from low-income communities (Bazzaz, 2017). From the Scholastic Aptitude Test (SAT) in 1926 to the American College Testing (ACT) in the 1950s to state-mandated testing, the ability to authentically assess students became a distant dream for educators who believe that if creative assessments are built based on the realistic situations of students, then the idea of success would be accessible for all, adding a layer to the student experience of schooling.
If I, as a student of color, sit for an assessment, and due to the inequity in the quality of my textbooks at my school, I cannot read at a proficient level, I am already at a loss. If I, as a student of color, open my assessment and due to a lack of funding because of my zip code and the allocated property taxes, my school cannot take me on field lessons to expand my perspective on the world, I do not have enough background knowledge to answer the questions correctly. If I, as a student of color, cannot use my cultural cues and community reference to answer the questions correctly, then I fail the assessment. If I, as a student of color, am unable to attain success on the academic achievement assessment designed to measure my knowledge and skills, then I may miss opportunities to gain better employment; to gain opportunities for a college education; to gain opportunities to advance in the workforce. Because the underlying bias in standardized testing is not addressed by those who are in positions of power, if I fail this assessment, then I, as a student of color, may be misdiagnosed as having a learning disability, or misplaced in special education, or required to take remedial courses because of my test score on an assessment that was not designed for me to achieve success, as a student of color, in the first place (García, 2008). Now, this never-ending cycle of my experience as a student of color sitting for a standardized assessment has transcended generations of my family and, as a result, created a history of socioeconomic disadvantage.
Studies have shown that regardless of whether the school is high performing or low performing, students of color tend to lack proficient knowledge and skills in all disciplines, most often beginning from the 4th–8th grade, where long-term success is usually predicted, debunking the myth that students of color are only under-achieving in low-scoring, poverty-stricken schools with minimal sources (Irvine, 1991). When historical failures of academic achievement become the recurring storyline of students of color, where Black, LatinX, Native American, and Native/Pacific Islander students continue to score lower than white students, where does that leave us?
WHY CULTURALLY RESPONSIVE TEACHING AND PRACTICE?
Referencing James Baldwin's quote mentioned at the beginning of this chapter, we must face the broken educational system to change it. It has become clear that disrupting the opportunity gap through funding and resources alone is not enough. While the demographic makeup of the student body has changed over time, the teacher force has remained mainly unchanged. In recent years, approximately 80% of teachers are white, while 9% are LatinX, 7% are Black, 1% are American Indian, and less than 1% are Pacific Islander. While the average teacher in an American classroom is a 43-year-old white woman, the average perception of education is from the white male-dominated perspective embedded within the school curriculum. The cultural, behavioral, and language differences are key contributing factors to the dynamic of the experiences of students of color inside and outside the classroom (Banks and McGee, 2004). Unfortunately, the attributes that make students of color unique in the educational setting are used as a source of consequence and retribution, resulting in students of color being held to lower academic expectations simply for being misunderstood. The glaring demographic differences between students and teachers magnify the need to develop more culturally responsive educators inside the classroom.
Culture can be described as a student’s customary beliefs, social norms, and material traits of religious, racial or social groups. From the start of education reform, every student's cultural background should have been permanently embedded within their learning experience. It should have always been an essential determinant in the composition of standardized testing, in creating all levels of the school curriculum, designing schoolhouses, hiring school and district leaders, and educators, as well as in the adoption of education policy laws. Although we may find this instance in small subsets of educational institutions, it continues to not be enough to impact most of the student body that has a seat in our classrooms today. We have taken from education a student's way of being and existing in this world. Teachers’ lack of cultural awareness, understanding of multicultural education, and equity pedagogy knowledge prevent them from recognizing personal perceptions and biases that could negatively impact student outcomes (Aguado et al., 2003). As a result, educators tend to enforce “self-selected” policy and practices, unaware that they impose learning obstructions to academic success.
Consequently, student frustration and disengagement are commonly mistaken for a disregard for education, resulting in high suspension rates, high expulsion rates, and an overall low educational attainment for students of color. Thus, the cycle continues. Students deserve an education that is relevant to who they are and responsive to whom they are becoming. Quality education requires relevance and rigor to produce positive academic and social results to improve the experiences of students of color.
CULTURALLY RESPONSIVE TEACHING DOMAINS AND STANDARDS
Culturally Responsive Teaching and Practice is a pedagogy that acknowledges the need to include a student's cultural references, including identity, language, and geographical location, in their learning. A term coined by Dr. Gloria Ladson-Billings, pedagogical theories and educator, and expounded upon by other scholars such as Dr. Geneva Gay, Zaretta Hammond, Sharroky Hollie, and many others, all have agreed that culturally responsive teaching should be the focal point for supporting students of color and improving the performance and student experience within the classroom. Culturally responsive teaching benefits all students as it encourages them to seek a deeper understanding of themselves, others, and the surrounding world while engaging in contextual learning experiences. The primary goal of culturally responsive teaching is to leverage students’ strengths to make learning more representative, rigorous, impactful, and effective. To create lasting change, annual cultural heritage celebrations, checklists of instructional strategies, and race-based data reflections should not be the only way we represent culturally responsive teaching practices in educational institutions. Cultural responsiveness must be explicit and transparent if we genuinely desire to see the opportunity gap's erasure and educators on a personal quest to strengthen their practice (Ladson-Billings, 2009).
Therefore, through extensive research and to advance on the work of the pioneer scholars and researchers, Education PowerED has developed culturally responsive teaching standards and domains that can be used as a criterion and guideline to produce a sound, culturally responsive classroom. We have found that educators continue to report feeling inadequate to teach the multicultural or anti-bias curriculum (Banks, 2007). Therefore, based on our personal experiences as students of color as well as educators reared in the American education system, our solution was to develop a reference that could be used in school-wide training, district professional development, and teacher preparation programs to increase a more effective, efficient, and coherent school and classroom culture so that we do not continue to repeat the intergenerational inequity of education of experiences of the same likings as Ms. Julia Matilda Burns and her children, young Sylvia Méndez, and Manuel Sandoval.
The culturally responsive teaching domains and standards that Education PowerED has developed outline the mindsets, actions, and behaviors observed in culturally responsive classrooms. As we can look to the past as a reference in the lack of teacher preparation for students of color, this book is about the embodiment of a culturally responsive educator from four expert educators who were aware and sure of their cultural backgrounds, their own lived realities, and experiences, their own biases, and their personal, educational journeys in the hopes to add value to the ones that came before them. As we take Dr. Ladson-Billings’s work a step further, we practice the implementation of cultural responsiveness and our progress of understanding of what a true culturally responsive educator means so that you, as the reader, can see the positive impact that it has made on our classrooms. To reimagine education that will transcend generations for students of color.
A culturally responsive educator means that we are collaborating in Community and Family Partnerships to ensure practical kinship that allows students of color to learn through contextualized experiences and multiple perspectives to enhance the learning experience.
A culturally responsive educator means that educators have Culture Management where they can create inclusive, positive, and productive classroom environments that eliminate cognitive barriers and create an optimal learning environment for students to engage in meaningful instruction.
A culturally responsive educator means that educators have Authentic Engagement that will engage students through all five different modes of learning; intellectual, emotional, physical, and behavioral that drives student motivation through rigorous learning opportunities that challenge student critical thinking.
A culturally responsive educator means that educators select Social Justice curriculum materials and resources that create a space within the classroom to discuss the histories of oppression, inequities, and analyze current injustices that allow students to reflect on their lived experiences, explore social issues, and become social change agents.
In this book, we honor the students that we write about. For without them, there would be no us.
EDUCATION POWERED'S CULTURALLY RESPONSIVE TEACHING DOMAINS AND STANDARDS
The Culturally Responsive Teaching Domains and Standards listed below outlines the mindsets, actions, and behaviors observed in culturally responsive classrooms. Our research process consisted of five phases that included first identifying scholars and research that provided background and context of cultural responsiveness. Next, we reviewed research to pinpoint common culturally responsive skills, mindsets, and actions necessary to be effective in the classroom. After we synthesized the skills, we used them to develop explicit standards and categorized these standards into relevant domains. Lastly, we hosted focus groups of current educators across the country to receive feedback on the effectiveness of the standards in creating a sound, culturally responsive classroom to enhance the learning experience for all students. These domains and standards are outlined below.
DOMAIN 1: COMMUNITY PARTNERSHIPS
Community Partnerships refers to the collaboration between the classroom teacher and integral members of the students’ lives; mainly family and community members. Effective partnerships with community and family will result in consistent connections between the classroom and the school community. This provides students with opportunities to make sense of their learning through contextualized experiences and offers multiple perspectives to enhance their experience.
Standard
Title
“The Culturally Responsive Teacher is able to…”
1.1
Community Knowledge
Gain critical knowledge about the local community and students’ families, including history, culture, and values. Teacher leverages community knowledge to foster a safe and responsive learning environment.
1.2
Family Involvement
Develop trusting relationships with diverse families to maintain involvement throughout the year. Teacher consistently incorporates family input and insight when determining academic goals, curriculum, and expectations.
1.3
Contextual Learning
Build bridges of meaning between the classroom and the student's home community. Teacher utilizes real-world events, issues, and information as the basis by which students explore and engage in learning.
1.4
Support Systems
Invites family and community members to be active participants in maintaining the social emotional well-being of students. Teacher facilitates opportunities for students to talk about identity, experiences, and other aspects of their lives.
1.5
Local Partnerships
Partners with local organizations, businesses, and leaders to maximize learning experiences through guest presentations, interviews, demonstrations, etc.
1.6
Community Service
Create opportunities for students to build community through volunteerism that directly benefits the community.
DOMAIN 2: CULTURE MANAGEMENT
Culture Management refers to the teacher's ability to create a positive, inclusive, safe, and productive classroom environment for students. Effective culture management eliminates barriers and creates an optimal learning environment for students to engage with instruction and retain learning. This domain leverages brain-based theories to support the practices to foster, maintain, and rebuild classroom culture.
Standard
Title
“The Culturally Responsive Teacher is able to…”
2.1
High Expectations
Explicitly communicate high expectations for students academically and socially. The teacher ensures expectations are reflective of students’ home culture and identity.
2.2
Collective Responsibility
Create a community-centered learning environment where students are expected to be individually and collectively accountable for successes and failures. Teacher structures environments for cooperative learning and group activities.
2.3
Relationships
Establish meaningful interpersonal relationships with all students and foster healthy interactions between students. Teacher-student relationships extend beyond the bounds of the classroom as the teacher shows genuine interest in each student.
