Recent tragic events have given me a reason to reflect on my role as an
educator in an increasingly unequal society. As teachers, we have the opportunity and
responsibility to try to advocate for our students and to promote and teach
issues of social equality because not only it is ethical, but also because it
fosters a positive learning environment and is considered good pedagogy based
on research. So how can I adapt a more multicultural and culturally responsive
approach? What does multiculturalism mean to me?
One core idea that is fundamental in multicultural teaching is the
understanding that we live in a society where structuralized racism and
inequality exist. Another aspect of multicultural
education is what is called “equity pedagogy” (Bennett 2011). Equity pedagogy
involves teachers who try to foster positive learning environment for all
people and particularly students who are marginalized in the traditional
classroom. A student’s language, cultureA culturally responsive curriculum
includes and validates multiples perspectives and particularly those
perspectives that have not been heard. This includes trying to present multiple
perspectives but also a commitment to try to eradicate myths and stereotypes of
women, racial and ethnic minorities. I believe that a multicultural curriculum
involves a commitment to equality and issues concerning social justice, which
are pivotal in participating in a democratic society.
Another important aspect
in curriculum reform is that students of all backgrounds should be held to high
standards and should be taught lesson plans that engage higher order thinking
skills. All students need to learn to question and think critically in order to
become informed citizens in a democratic society. Information
presented also needs to be culturally relevant to the students. A central idea
behind culturally relevant teaching is that “knowledge is stored in the brain
in richly intertwined semantic networks of ideas, facts and skills. Individuals
learn and integrate knowledge as it relates and makes connections to existing
ideas in the networks” (Gustein 1997). In other words, we understand things as
a they fit into which we know. Student’s knowledge and culture are seen as
funds of knowledge.
I love your point about how students learn and grow by incorporating ideas into already existing networks of knowledge in their heads and hearts … it just speaks to me about how relationship is everything in teaching! We need to know our students – know their lives and cultures – to see where our content/info/message fits into their world.
I watch Prager U videos, message with a far right conspiracy theorist and talk to the local population in Tuolumne County. There are a lot of people out there who don't believe that we are all one. I think we at Carondelet all do a good job with our students, but where do these people on the far right come from? These people, who are so set in their beliefs, are the ones that need to change. Recent events show how many of them are out there.
Now that my little rant is out, Kerry, I think your post is right on. We are heading in the right direction. Keep up the good teaching.
Thank you Kerry for this post. I love the expression "Students' knowledge and cultures are funds of knowledge." We have long either misused or underused those funds. It's time we utilize them and make our lessons truly student-centered. When students recognized themselves in the content they interact with each day, they feel valued and engaged. It gives them a sense of responsibility and purpose in the classroom community. And when they co-create content (i.e stories) their voices take flight. Onward!