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This image displays some of the polices that States have put in place to help better prepare our teachers. Unfortunately, none of these mandates require teacher candidates be exposed to culturally relevant teaching practices, which is very import in this diverse country.

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This image emphasizes the importance of effective teacher education programs. Ladson-Billings has a lot of recommendations for fostering a rethinking and restructuring of teacher preparation. For example, she suggests that more candidates who have expressed an interest and desire to work with African American students be recruited, no matter their race or culture. She also suggests that teacher candidates be exposed to educational experiences that help them define the role of culture in the classroom. This could happen by requiring candidates to take a course in college that teaches about one or more ethnic groups. More things she suggests include: the candidates be provided with opportunities to critique the system, and require them to have prolonged immersion in African American schools, let them observe effective culturally relevant teaching, and require they student teach over a longer period of time (Ladson-Billings, 200, p.143-149)

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This article goes into detail about culturally relevant teaching and its importance. It sums up all that we have covered in our Dreamkeepers study. It is important for teachers to have high expectations for their students, encourage their students to change the status quo, and to remain prideful of their culture. "African Americans believed that somehow education could make their dreams a reality. I too believe and hope that if we can dream it, we can surely do it" (Ladson-Billings, 2009, p.156).

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Most of the LEARN NC Content has been archived using the Wayback Machine. Instructions for how to access that content is below, including links to frequently requested materials.

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This guide talks about how important it is not to ignore race in the classroom."Culturally relevant teaching is about questioning (and preparing students to question) the structural inequality, the racism, and the injustice that exist in society" (p.140) Simply ignoring race will not be effective. Race is something that cannot be ignored. It is important to stand against the injustice that exist in society due to race, and teach your students to stand against it as well. Culturally relevant teachers do just that. They teach their students to fight the status quo."We must not legitimate the inequality that exists in the nation's schools, but attempt to delegitimate it by placing it under scrutiny" (Ladson-Billings, p.142)

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This article talks about teaching as a subversive act. The eight teachers that Ladson-Billings studied all practice a subversive pedagogy. This allows students to connect some of the class material with some of the social issues they experience to transform their thinking. Ladson-Billings suggests the following be done to cultivate teaching practices that work in opposition to the system: motivate teachers and change teaching practices, recruit teacher candidates who have expressed an interest and desire to work with African American students, provide educational experiences that help teachers understand the central role of culture, provide teacher candidates with opportunities to critique the system in ways that will help them choose a role as either agent of change or defender of the status quo, systematically require teachers candidates to have prolonged immersion in African American culture, provide opportunities for observation of culturally relevant teaching, and conduct student teaching over a longer period of time and in a more controlled environment (Ladson-Billings, 200, p.143-149). By doing these things, students are more likely to succeed.

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Subversive Pedagogy - Fiorelys Mendoza Professional e-Portfolio

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This portfolio is the compilation of my teaching experiences throughout my years teaching English as a college instructor, language tutor and student observer. It also demonstrates my understandings and abilities related to each of the four performance domains of the Teaching Assistant Performance Framework.