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Culturally Responsive Pedagogy and Ethnic Studies
Transcript of Culturally Responsive Pedagogy and Ethnic Studies
Studies centered on the knowledge and perspectives of an ethnic or racial group, reflecting narratives and points of view rooted in that group's lived experiences and intellectual scholarship (Sleeter, 2001, p. vii)
Application in the Classroom
Analyze what perspectives or narratives are missing
Look at labels and why they are created
Use the diverse culture at Central Crossing to enrich the curriculum
"Educators . . . insert culture into the education, instead of inserting education into the culture"
- Ladson-Billings, 1995, p. 159
The need to "restructure schools so that all students will acquire the knowledge, attitudes, and skills needed to function in an ethnically and racially diverse nation and world”
- Banks, 1999
"Respecting students means affirming who they are- including their race and ethnicity . . . to ignore the race and ethnicity of students is to disrespect them"
- Branch, 2004, p. 523
Ethnic Studies and Identity
Ethnic identity exploration is a developmental process that informs the adoption of one’s ethnic identity that is, relating a students’ own experiences against the experiences of others
- Roberts et al, 1999
Attachment to one’s ethnic group membership, as seen with student cliques, and that a commitment to one’s group is expected to promote exploration of one’s ethnicity
- Phinney & Ung, 2007
How will a culturally responsive approach to teaching ethnic studies affect a 21st century social studies classroom?
With a partner, discuss the following questions:
1. What is your ethnicity?
2. How much is your ethnicity part of your life?
3. What is the difference between ethnicity, race, and national identity?
CRP is validating and affirming
Acknowledges the legitimacy of the cultural heritages of different ethnic groups . . . as worthy content to be taught in the formal curriculum
Uses a wide variety of instructional strategies that are connected to different learning styles
Builds bridges of meaningfulness between . . . academic abstractions and lived sociocultural realities
- Gay, 2010, p. 31
- Effort to use references, the students’ past experiences, and any other forms of prior knowledge the students bring to the classroom to help them learn (Ladson-Billings, 1995, p. 469)
Culturally Responsive Pedagogy
"White adults generally do not recognize the extent to which traditional mainstream curricula marginalize perspectives of communities of color and teach students of color to distrust or not take school knowledge seriously" (Sleeter, 2011, p. 4)
Not just food, clothing, fun
The goal is NOT to make ethnic studies separate, but to acknowledge that it has always been there
How to move on from here:
Analyze the hyphen in American culture:
Studying stereotyping so that "students can begin to understand stereotyping as one of the impediments to healthy ethnic identity development"
- Branch, 2004, p. 539
What would you do? How would you combine CRP and ethnic studies in either a
Modern World History
Banks, J. A. (1999). An Introduction to Multicultural Education. Seattle: Allyn and Bacon.
Branch, A. J. (2004). Modeling respect by teaching about race and ethnic identity in the social studies. Theory and Research in Social Education, 32(3), 523-545.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32(3), 465-491.
Ladson-Billings, G (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-164.
Phinney, J., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54, 271–281.
Roberts, R. E., Phinney, J., Masse, L. C., Chen, Y. R., Roberts, C. R., & Romero, A. (1999). The structure of ethnic identity of young adolescents from diverse ethnocultural groups. Journal of Early Adolescence, 91, 301–322.
Sleeter, C. (2011). The academic and social value of ethnic studies: A research review. National Education Association. Washington, D.C., 1-26.
1. Students must experience
2. Students must develop and/or maintain
3. Students must develop a
through which they challenge the status quo of the current social order
(Ladson-Billings, 1995, p. 160)
According to Ladson-Billings, if it is the educators job to ensure student academic success, how can culture be inserted into education in a way that does not disrupt learning but instead complicates the norm held by society?
Who are our students? What can we do to support them? What happens without that support?