User:JamieW104/Culturally relevant teaching

Historical context
Culturally relevant teaching was made popular by Dr. Gloria Ladson-Billings in the early 1990s. The term she created was defined as one "that empowers students to maintain cultural integrity, while succeeding academically". Culturally relevant pedagogy can also be found in the literature as "culturally appropriate" (Au & Jordan, 1981), "culturally congruent" (Mohatt & Erickson, 1981), "culturally responsive" (Au, 2009; Cazden & Leggett, 1981; Erickson & Mohatt, 1982; Lee, 1998), and "culturally compatible" (Jordan, 1985; Vogt, Jordan & Tharp, 1987). Ladson-Billings (1992) also provides some clarification between critical and culturally relevant pedagogy, with the difference being that culturally relevant pedagogy urges collective action grounded in cultural understanding, experiences, and ways of knowing the world. This has become more widely known and accepted in the education field. For example, the U.S. Department of Education's Equity Assistance Centers, such as the Equity Alliance at ASU help states, school districts and schools to establish the conditions for equitable educational outcomes for all students, using cultural responsiveness as one of the measures of the needed capabilities of teachers, principals and school communities as a whole. The theory surrounding culturally relevant teaching is connected to a larger body of knowledge on multicultural education and helping culturally diverse students excel in education. Researchers argue that there are gaps in academic achievement between mainstream culture and immigrants or ethnic cultural groups. Early theories suggest, the disconnect between these groups were due to student/teacher language difficulties or that ethnic cultures don't value education as heavily as the Western culture does. Often placing, culturally diverse students unnecessarily in special education classes simply because of linguistic and cultural differences. In response to these challenges, some researchers and teachers believe that education should be adapted to "match the cultures students bring with them from home". One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay. In her landmark book, Culturally Responsive Teaching: Theory, Research, and Practice, Geneva Gay expanded the traditional view of culture beyond race and ethnicity. She wrote, "Even without being consciously aware of it, culture determines how we think, believe, and behave". In other words, culture is a student's beliefs, motivations, and even social groups and norms. Thus, the teacher who practices culturally relevant teaching understands that culture manifests in a variety of adaptations within how students prefer to learn. A culturally responsive teacher uses differentiated instruction to tailor learning to every aspect of a student's culture.

Many of these researchers and educators support the constructivist theories of education because such perspectives recognize the value of multiple cultural viewpoints. In constructivism, learners are taught to question, challenge, and critically analyze information rather than blindly accept what it taught; which leads to exactly the type of teaching advocated by the originators of culturally relevant teaching. James Banks lays out 5 dimensions of multicultural education. These dimensions laid the foundation for the move toward culturally relevant teaching. The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching. The second dimension of knowledge construction asks learners to begin questioning and critically analyzing the biased, and previously accepted, curriculum. In the third dimension, the teaching focus shifts to encouraging cross-cultural interactions in an effort to reduce prejudice. By the fourth dimension, equitable pedagogy, the teacher uses culturally relevant teaching to change teaching approaches. The purpose of Banks' fourth dimension is to tailor teaching methods to ensure success of students from all cultures. If successful, the fourth dimension and culturally relevant teaching will manifest into Banks' fifth dimension of an empowered school culture. It is in this stage when teachers and learners critically examine the institution of education for inequities. Banks' fourth and fifth dimensions are the perfect example of culturally relevant teaching. Teachers who achieve these dimensions, and thus fully realize the impact of culturally relevant teaching, cherish learners who question, seek answers through inquiry, and embrace a mindset of social justice. All of which are the key components of constructivism.

James Scheurich believes culturally relevant pedagogy has a significant importance on our youth because it benefits students no matter what the ethnic background or culture of the students. He explained how the success of the nation is in the hands of children and in a society where students of color will no longer be the minority and how teachers must teach to their audience in order for students to be successful.

'''Django Paris furthered this work in 2012 by introducing the term "culturally sustaining pedagogy". He proposed that not only do educators need to teach course content in a way that is relevant to students cultural context, educators need to sustain the cultures of their student's communities.  His aim was for educators to see diverse languages and cultures as an asset in the classroom instead of an obstacle that students needed to overcome to be successful. In subsequent essays, Paris along with H. Samy Alim, acknowledge the groundbreaking work of Ladson-Billings while outlining the need to continue to develop her work. They propose it is insufficient to incorporate diverse cultures into classrooms while assuming current dominant cultures will remain the same. Ladson-Billings agreed with this direction and deemed it necessary to continue to expand on her original works. Since culture is constantly changing and evolving, research and best practices will continue to change and build upon previous work as well.'''

General Teaching Practices

 * Create an accommodating and inviting classroom culture to reach diverse audiences. Teachers must demonstrate that they care for their students and their cultural needs, because a genuine attitude of interest is likely to yield positive emotions that empower and motivate students. Creating an accommodating and inviting classroom culture to reach diverse audiences by demonstrating care for students and their cultural needs. A teacher's genuine attitude of interest is thought to yield positive emotions that empower and motivate students.
 * Be attentive to the "symbolic curriculum," or visuals displayed in the classroom which can "teach students knowledge, skills, morals, and values" over time (108). Geneva Gay suggests teachers "ensure that the images displayed in the classrooms represent a wide variety of age, gender, time, place, social class, and positional diversity within and across ethnic groups" (108-109). For instance, to support biracial children in the classroom, a teacher could display a large visual of various individuals involved in a school (teachers, nurse, school counselors, janitors, children, bus drivers, vice principals, etc.) and a caption that encompasses the saying, "The Beauty of All People." Being attentive to the "symbolic curriculum," or visuals displayed in the classroom by ensuring "that they represent a wide variety of age, gender, time, place, social class, and positional diversity within and across ethnic groups" (108-109). Geneva Gay states that visual displays "teach students knowledge, skills, morals, and values" over time (108).  For instance, to support biracial children in the classroom, a teacher could display a large visual of various individuals involved in a school (teachers, nurse, school counselors, janitors, children, bus drivers, vice principals, etc.) and a caption that encompasses the saying, "The Beauty of All People. 
 * Use reciprocal teaching, where students and teachers take turns leading the class discussions. In this method, the students' voices are heard and the classroom teacher becomes more of a facilitator than a "director". Students are autonomous in their own learning and feel more empowered. Reciprocal teaching gives students the opportunity to express the course material from their cultural viewpoints, which is very important according to the constructivist and progressive educator. Using reciprocal teaching, where students and teachers take turns leading class discussions, as a way to elevate students' voices. When classroom teachers act as facilitators rather than "directors", students are thought to become autonomous in their own learning and feel more empowered. According to constructivist and progressive educators, reciprocal teaching is very important because it gives students the opportunity to express the course material from their cultural viewpoints. 
 * Having discussions and being available to answer questions about individual differences allow students to familiarize themselves with different identities and clear up uncertainties. Centering discussions around not only physical characteristics of students and their families, but also family types supports students from diverse backgrounds. Inviting families who may be available to class allows students to see and learn about differences.

Discipline-specific Teaching Practices

 * In history classes, students might compare and contrast modern and historical viewpoints and responses on selected issues or topics. For example, throughout history and in the modern world, family and household composition, housing, and food traditions have varied across cultures, socioeconomic groups, and ethnicities. By introducing these social history themes or other relevant topics in a historical context, discussion and critical analysis can take place on three levels: students compare and contrast human experiences in their own lives and experience, in the wider modern culture, and in the past. In history classes, comparing and contrasting modern and historical viewpoints.  Throughout history and in the modern world, family and household composition, housing, and food traditions have varied across cultures, socioeconomic groups, and ethnicities. Research suggests that by introducing these social history themes or other relevant topics in a historical context, discussion and critical analysis can take place on three levels: students compare and contrast human experiences in their own lives and experience, in the wider modern culture, and in the past. 
 * In social science classes such as sociology or anthropology, examining students might examine how different races, ethnicities, and socio-economic groups in the past and present define appropriate behavior, such as manners, etiquette, or what is considered polite behavior. Exploring how gender influences expectations for polite behavior across different cultures. Resources suggest social history lessons provide students an opportunity to connect history with their own cultural experiences.
 * Be cognizant of the tourist approach when developing a culturally competent curriculum. For example, do not try to revolve lessons around indigenous peoples only during Thanksgiving or Latinos only during Cinco de Mayo.
 * Recognizing the need for cultural authenticity and cross-cultural understanding, Professor Jonda C. McNair suggests that pairing historical and contemporary grade middle-novels could help students understand how history shaped the world of today.
 * In math classes educators can include everyday language to explain and define concepts in place of overly technical language. The language can reflect the cultural backgrounds of the community.  Studies also suggest students will benefit from learning about the mathematical contributions made by people from different cultures.
 * Providing pre-service teachers with supplemental curriculum materials when textbooks leave out culturally relevant lessons. This is especially true for math classrooms that have a tendency to use textbooks that lack diversity in content.  Many teachers consider the subject "culturally void", but there are resources that can help educators prepare culturally responsive classroom activities.

Additional strategies for culturally relevant or responsive teaching are as follows:

 * Create a positive learning environment: attentive skills, teaching skills, and teacher/student interaction (Radical Pedagogy, 2003).
 * Utilize a diverse curriculum (Gollnick and Chinn, 2013).
 * Know, understand, and work with families that come from different race and ethnicities (Gonzalez-Mena and Pulido-Tobiassen, 1999).
 * Expose children to role models from their own culture as well as those from other cultures (Gonzalez-Mena and Pulido-Tobiassen, 1999).
 * Utilize student's cultures to help them learn the subjects and skills taught in school (Gollnick and Chinn, 2013).
 * Start teaching multi-cultural education to students at an early age (Russel, 2007).
 * Use literacy and children's books in the classroom to promote culturally relevant teaching. By using texts that have characters of all different backgrounds, students can easily learn about new cultures (Ladson-Billings, 1992).
 * Set high expectations for students of all cultural backgrounds.

Challenges to culturally relevant teaching
Not all educators favor culturally relevant teaching. Indeed, there are many practical challenges to implementing culturally relevant pedagogy including a lack of enforcement of culturally relevant teaching methods, and the tendency to view students as individual units only, rather than seeing them as linked inseparably with their cultural groups. In culturally relevant pedagogy, new teachers must be taught how to adapt their curriculum, methodology, teaching methods, and instructional materials to connect with students' values and cultural norms. Therefore, another challenge for educators is to prepare reflective practitioners who can connect with diverse students and their families. Even though some schools of education acknowledge credibility in training culturally relevant educators, many wrestle with how fit such training into their program and "grudgingly add a diversity course to their curriculum". One contributor to this reluctance comes from the education professors' discomfort with or fear of addressing issues such as racism in their courses. "The student population of America's classrooms has changed. Currently, 43% of students in our nation's schools come from racially and ethnically diverse backgrounds. Latinos account for 20% of the school population and Blacks 17%. Nationally, white students now represent 57% of public school enrollment, down from 61% in the 1993–94 school year. Given these demographics, Kenneth Fasching-Varner and Vanessa Dodo-Seriki have suggested that disconnects in teacher and student identity lead to "Free and Reduced Pedagogy", or a non-student first approach that reduces students to cultural differences, discrediting students based on their identities and differences in identities between teachers and students. In the largest school districts, half or more of the students are non-white. Demographic projections predict that cultural and ethnic diversity will increase. Students of color will become the majority in the United States by 2023".