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The "Why", "What" and the "How" of learning.

Remove the barriers to learning!

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Qualities of Culturally Responsive Teaching

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Qualities of Culturally Responsive Teaching

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Valuing language and culture

Insisting on high quality and excellent work from all students

Honoring families

Exemplifying a commitment to lifelong learning

Engaging in Critical self-reflection

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Using a professional voice vs. the voice you use with friends or family

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Students need to understand privilege and rethink power!

It isn’t about feeling bad, or guilt. It’s about using those feelings to advocate for change

Reframing their understanding of privilege and stop prioritizing hegemonic ideas of success and worth

Teaching students to analyze and reframe how they see values and stories from other cultures

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1. “Prejudice is a set of attitudes based on stereotypes and limited information,” she said. Examples of prejudice include misinformation about another group as depicted through stereotypical jokes, TV programs, consumer products, and other media.”

2. “Racism is about policies and practices that systematically advance one group over another.”

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Being allowed IN doesn’t mean being welcomed.

Center on student voice. Get to know your students!

Whose responsibility is it when someone shows discomfort in proximity to a person of color?

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Validate

Affirm
Positive, make things legitimate when they are usually deemed illegitimate

Build
Situational appropriatement

Bridge
Make it mainstream

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Dr. Gloria Ladson-Billings

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7 Principles for building a learning community

1 Students are affirmed in their cultural connections

2 Teachers are personally inviting

3 Classroom is physically and culturally inviting

4 Students are reinforced for academic development

5 Instructional changes are made to accommodate differences

6 Classroom managed with firm consistent, caring, control

7 Interactions stress collectively as well as individually

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How do we close disparities around differences including race, poverty, class?

Inclusion

Students and employees feel welcomed, seen, safe, respected, cared for, and understood “brave spaces” “soulful spaces”

We don’t get inclusion by pretending differences don’t exist Color blindness is insulting

Equity

What we measure and what we don’t. School outcomes (positive and negative) are distributed equitably across different demographic and identity groups. Negative outcomes are reduced for all groups.

Equity does not mean equality/sameness

Excellence

We keep the bar high in all we do. We educate students for life and for reflective democratic citizenship. We empower students in the preservation of their identity and culture. Substance, depth, and critical thinking are as important as test scores and more important than mere compliance.

Substance depth and critical thinking are the easter eggs

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How am I centering the valued practices and ways of being of students of color and other students marginalized by systemic inequities in my own teaching?

When considering being a culturally responsive teacher, where does gang culture fit into the schema?

There is a lot of information about what CSP is, but very little information on HOW to effectively implement the practice. When you work in a school that does everything opposite of CSP all the way down to the district Creed (behavior management), how would a new teacher make the necessary adjustments without explicit CSP instruction?

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The teacherly ability to critically center the content and learning norms of communities of color while also moving across and within their divergences and intersections with dominant White, middle-class content and learning norms.

It is not enough to say to students that are learning Standard English that it is the language of power. Instead it is the language of commerce.

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Culturally sustaining pedagogy seeks to perpetuate and foster linguistic, literate and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change.

It is Asset based.

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“Dr. Django Paris and Dr. H. Samy Alim explain that Culturally Sustaining Pedagogy (CSP) “shifts toward contemporary understandings of culture as dynamic and fluid, while also allowing for the past and present to be seen as merging, a continuum, or distinct, depending on how young people and their communities live race/ethnicity, language, and culture.”

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Why is culturally sustaining pedagogy important? 

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Why is culturally sustaining pedagogy important? 

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Because our education system currently teaches to our monolingual, white, middle class students, which often excludes students who come from diverse cultural and linguistic backgrounds. The biggest take away from this was that those "other" students are then found to be deficient, when in fact, they have  lot to offer in order to maximize learning of all students.

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Essential Question:
“In what ways does the culturally sustaining pedagogy  (CSP) construct support and extend the paradigm shift in 21st century education?