The first time I came across Ladson-Billings' (1995) "Toward a Theory of Culturally Relevant Pedagogy" I thought, Yes, this is obviously what teachers should do! In the article, she talks about the teachers she observed as risk-takers and ethical practitioners who enter the classroom with the belief that each individual can succeed. She says in her conclusion:
"A common question asked by practitioners is, 'Isn't what you described just 'good teaching?' And, while I do not deny that it is good teaching, I pose a counter question: why does so little of it seem to occur in classrooms populated by African-American students? Another question that arises is whether or not this pedagogy is so idiosyncratic that only 'certain' teachers can engage in it. I would argue that the diversity of these teachers and the variety of teaching strategies they employed challenge that notion. The common feature they shared was a classroom practice grounded in what they believed about the educability of the students" Her notion of the educability of the students is at the heart of what the CBS monograph is attempting to address, and is what I see as a major positive change in education in Ontario. Teachers who can reflect on their own socio-cultural position, their own politics and intersectionalities, and their understandings of student learning are in a better position to help each student meet their individual potentials. I believe this because I believe we teach who we are, and our held beliefs are a part of the "hidden curriculum" that needs to be explicitly addressed in our classrooms (Supporting ELLs with Limited Prior Schooling, 2008, p. 11). Furthermore, creating space for these discussions can make culturally responsive pedagogy a tool for establishing inclusive practices among student-to-student relationships. If we can model the "careful acknowledgment, respect, and an understanding of difference and its complexities," then we can help ELLs situate themselves within the class and feel a sense of agency in the creation of their environment (Culturally Relevant Pedagogy, 2013, p. 2). This may be especially important, if, as the readings point out, students' tumultuous experiences have uprooted or altered their identities. Establishing a classroom environment where everyone is to be held accountable for everyone else's learning is another way of encouraging and supporting all students in the classroom to succeed. Co-creating a list of classroom values and expectations (as opposed to rules) can be a way to explore their backgrounds in a meaningful way that highlights "student diversity in terms of student strengths" (Culturally Relevant Pedagogy, 2013, p. 2). A community, value-based approach to classroom structure can open up avenues for students with limited prior learning or language learning needs to reach out too their peers, and for their peers to feel a sense of responsibility in these students' learning because it "validates and affirms the cultural capital that our students bring the classroom each and every day" ((Culturally Relevant Pedagogy, 2013, p. 8). Ontarians are working hard to critically answer the questions Ladson-Billings raised in her paper's conclusion, and in doing so bring good teaching into every classroom. The Ministry's emphasis on institutional, instructional, and personal dimensions of CRP can be seen in they myriad of policy changes, programs, and professional development that support educators in enacting their beliefs about the educability of all students. Side note: While teachers are making progress, the fixed mindset Ladson-Billings' work pushes against is certainly not gone from classrooms today. I came across this spoken word piece a few weeks ago and think it offers a valuable perspective to explore in our discussion of CRP: https://www.youtube.com/watch?v=Y0mHLnwRzxE
0 Comments
Leave a Reply. |
Ms. KompsonI am an enthusiastic and conscientious educator. I use my blog to connect my personal experiences and adventures to my pedagogy. Archives
April 2022
Categories |