The introduction explores Hammond's (2015) early experiences at Lafayette Elementary in San Francisco, where the author, was one of the few African American students, and navigated challenges in a predominantly White school. It sheds light on the observed achievement gap and ongoing inequality in education, despite years of reform efforts (Hammond,2015, p. 1). Rejecting the general understanding of Culturally Responsive Teaching (CRT) as a motivational tool, the introduction emphasizes its potential as a serious strategy. The focus is on the intriguing connection between neuroscience and CRT, suggesting it can bridge achievement gaps by enhancing brainpower in culturally diverse students (Hammond, 2015,p.3). As a third grade teacher, I see the relevance of integrating neuroscience into education for more equitable outcomes. Drawing from my own experiences, the Hammond (2015) emphasizes this connection, stating, "The more we learn from neuroscience, the clearer it becomes as to why and how it works" (p.3). By incorporating insights from neuroscience, teachers can enhance their teaching practices, address achievement gaps, and empower culturally diverse students to succeed.

Chapter 1

Chapter one addresses the problems  with the dual role of education—either a tool for conformity or a mechanism for empowering individuals to critically engage with and transform their reality, echoing Paulo Freire's stance in "Pedagogy of the Oppressed" (Hammond, 2015, p. 12). Chapter 1 also speaks into the chronic achievement gap in American schools, resulting in a commonness of dependent learners, particularly among underserved groups like English learners, poor students, and students of color. The most important point of chapter 1 lies not in the students' inherent abilities but in the system's failure to provide ample opportunities for cognitive skill development, perpetuating a persistent achievement gap (Hammond, 2015, p. 14). There is a shift from dependent to independent learning, which is significant in fostering habits of mind and cognitive capacities in early education. However, culturally and linguistically diverse students encounter restricted opportunities due to educational inequities, hindering their cognitive growth (Hammond, 2015,p.13). This chapter also explores the "school-to-prison pipeline," suggesting that dependency marks the initial step in this detrimental course for many students of color. Root causes are traced back to the education system's historical legacy of "separate and unequal," allowed by practices like lecture and rote memorization, labeled as a "pedagogy of poverty" (Hammond, 2015, p.13)  The author advocates for a shift in educational practices to address the achievement gap and equip students with critical and creative thinking skills important  for success. Regarding culturally responsive teaching, the role of culture is important, emphasizing the need for educators to integrate diverse cultural backgrounds into instructional practices, creating an inclusive learning environment. Neuroscience's role is highlighted, emphasizing the connection between brain-based learning and effective culturally responsive instruction, promoting a better understanding of how diverse cultural contexts impact students' cognitive processes. Teachers must check their own implicit biases when preparing to be culturally responsive, as recognizing and challenging biases is crucial for fostering an equitable and unbiased learning environment. Implicit bias awareness contributes to more effective culturally responsive teaching practices, ensuring fair treatment and opportunities for all students, regardless of their cultural background. In summary, the chapter advocates for a shift in educational practices to address the achievement gap and equip students with critical and creative thinking skills essential for success.

Chapter 2:
In Chapter 2 titled "What’s Culture Got to Do With It? Understanding the Deep Roots of Culture," the author explores the critical role of culture in addressing the achievement gap. The chapter emphasizes the importance of cultural awareness as the first practice area in the Ready for Rigor framework (Hammond, 2015, p.21). This chapter  argues that teachers need to build background knowledge about the dimensions of culture, as well as broader social, political, and economic conditions influencing education outcomes. The chapter emphasizes that understanding culture is crucial for delivering culturally responsive instruction, as it is the way every brain makes sense of the world. The author dives deep into the three levels of culture—surface, shallow, and deep—highlighting their significance in shaping cognitive structures. Surface culture involves observable elements like food and music, while shallow culture encompasses unspoken rules around social interactions. Deep culture involves tacit knowledge and unconscious assumptions that govern worldviews (Hammond, 2015,p.23). The chapter likens mental models at the deep cultural level to a "tree of knowledge" inside the brain, emphasizing their role in creating background knowledge or funds of knowledge essential for comprehension. Overall, the chapter advocates for educators to understand and leverage cultural dimensions in their teaching practices to address learning gaps effectively. Neuroscience's role in culturally responsive teaching is implied in the chapter's emphasis on understanding how every brain makes sense of the world through culture.The implication is that cultural awareness directly influences cognitive processes, supporting the argument for incorporating neuroscience principles into teaching practices. Teachers must check their own implicit biases when preparing to be culturally responsive to avoid perpetuating stereotypes and unfair expectations. The chapter teaches about the importance of teachers building background knowledge about the dimensions of culture and examining their beliefs regarding equity and culture. Implicit biases can influence instructional decisions, and addressing these biases is crucial for providing equitable opportunities and fostering a positive learning environment for all students (Hammond, 2015, p.21).

References;

Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.