Manual Educating Teachers for Diversity: Seeing With a Cultural Eye (Multicultural Education, 15)

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  3. Creating Culturally Responsive Classroom Environments | Colorín Colorado
  4. Educating Teachers for Diversity: Seeing With a Cultural Eye (Multicultural Education, 15)

Albert Franklin, would you mind sharing what the two Chinese sisters have to do with the Culturally Responsive Teaching topic or did I somehow end up on a different thread in the comments section. I love the link between CRT and neuroscience. At the end of the day, this type of teaching is just best practise.

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This was a great podcast for my the thesis that I am currently writing on how culturally diverse students are being introduced to new school cultures and strategies that students feel are helpful when entering a new school culture. Thank you for the informative post. I really learned a lot about culturally responsive teaching and will be able to apply this knowledge to my classroom when I finish school.

We have touched a little bit on CRT in some of my classes, but this has been the most informative so far! In New Zealand, where I teach, our curriculum and practicing professional standards require us to demonstrate a commitment to bicultural partnership. Ministry of Education I particularly liked your linking of culture with neuroscience research. Too often our own misconceptions can lead to learning not meeting the needs of diverse learners.

Teachers must be aware of their own cultural assumptions as it is the attitudes and expectations of the teacher that influences their decisions about levels of difficulty and evaluation of progress when creating a learning course. Hattie I agree with Hammond in that by building trusting relationships with learners and their families will enable us to challenge them in their learning. Ministry of Education I think that we are fortunate that our practice is explicitly tied to the needs of diverse learners and the requirement for teachers to be culturally responsive.


Reading this article has highlighted the need to be vigilant in this and ensure we are fully committed to meeting these needs. References: Bishop, R.

Bridging the cultural gap in the classroom - Manuel Hernandez Carmona - TEDxAmoskeagMillyard

Addressing diversity: Race, ethnicity, and culture in the classroom. Hattie, J. Visible learning for teachers: Maximizing impact on learning. Ministry of Education. Wellington: Ministry of Education Ministry of Education. Thank you for your thoughtful response. A quick thought about Nov.

For him, this was the highest articulation of multicultural education as he outlined it. For all educators, his original work is worth reading. Somehow, I missed this podcast even though I am on your mailing list, but I am grateful that our staff development team at my school asked us to listen to your conversation with Zaretta Hammond. No one at my school or in my district has been able to explain it as well as Zaretta did in this podcast. I always felt like I was missing something and doing something wrong. There is so much more I could say, but I will stop here. Thank you again, Jennifer and Zaretta, for a thought-provoking and eye-opening conversation.

Creating Culturally Responsive Classroom Environments | Colorín Colorado

Allison, thank you so much for taking the time to write. It really means a lot to me to know that this filled some important gaps for you. Be well! This summer I took a short professional development class on Culturally Responsivre Teaching. Lol I am happy to say that I was wrong!! I went home and ordered the book, and found a University that offered an independent learning program whereI could create my own summer learning. I dove in and was reading, speaking, dreaming CRT all summer.

It spoke to me as I have been teaching ESL for many years and now I am teaching at an alternative hs. I want to continue learning more and helping my school to move forward in Culturally Responsive Teaching. This is so great to hear, Gerri! Such an important podcast—thank you for the opportunity to hear Dr. Hammond speak about this important issue. I would love to share the tools for interrupting implicit bias, but the link is not working. Can you update the link? Thanks for the heads up! Your definition of multi-cultural education appears to based on a decades-old approach.

Nevertheless, your contrast of ME with culturally responsive teaching is valuable. Thanks for sharing. I agree that the idea of multicultural education as a route to equity has been largely debunked. But it is still largely how many schools are implementing their equity agenda, especially where the majority of faculty are White educators and the student body is diverse racially, ethnically, and linguistically.

The Dimensions of Equity chart grew out of my attempt to help teachers clarify their misconceptions about culturally responsive teaching which they thought was about valuing diversity through multiculturalism. That is usually an eye opener for them. Thanks for helping with that effort.

Educating Teachers for Diversity: Seeing With a Cultural Eye (Multicultural Education, 15)

I know I am late to the discussion. The information presented here is very valuable. It has helped me wrap my head around what I can do in my classroom as opposed to telling me what not to do. In this course we read an article by Enid Lee. She prefers using the term anti-racism education instead of multicultural education. I just need some clarification. I like Ms. As a math teacher, I can see myself becoming a more culturally responsive teacher because it will improve instruction and accelerate learning. How does anti-racism education intersect if at all with CRT?

  • Teacher education and multicultural courses in North Carolina!
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In response to Jennifer C. Think of it this way.

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Darius is rescued by daylight. But Darius, unlike other children, also has daymares, if you will. Ghosts and demons haunt and chase him as part of his daily life, and daylight offers no reprieve from fear. Ironically, these daytime horrors are scarier than nightmares. The duress does not end when Darius opens his eyes. I have spent my entire career researching and writing about the school experiences of African American children like Darius and their schools and teachers.

It should come as no surprise to you that most of the research in this area, including my own, is directed at identifying correlative and causative factors, models, and interventions aimed at reversing the dismal achievement statistics of many low-income African American students. Although African American students have shown some increased performance on standardized test scores, the gains have been relatively small and inconsistent over time.

Overall, average scores for year-old Black students in reading and math are about the same as the averages for year-old White students Hoff, How can we explain why schools have become places of daymares for children such as Darius? Different explanations for the academic failure of African American students have gained the attention of researchers and policymakers Singham, I will briefly discuss four explanations—socioeconomic, sociopathological, genetic, and cultural.

I will acknowledge the merits of three of these positions excluding the genetic argument and point out their specific weaknesses and common limitations, such as their tendency to be deterministic and to require revolutionary political, social, and economic changes. These researchers have a preference for quoting statistics that indicate that the strongest predictor of academic achievement is socioeconomic status SES Coleman et al. Yet SES-based theories are problematic in that they fail to 4 Educating Teachers for Diversity explain why African Americans from affluent families still score significantly lower than their White counterparts on standardized measures of achievement McWhorter, ; Steele, Nor do these studies provide insight into why Blacks in desegregated suburban schools score only slightly better than Blacks in segregated urban schools.

The per-pupil expenditure in the Atlanta public schools APS , for example, ranks among the highest in the state of Georgia. In addition, socioeconomic theories do not explain why historically Black institutions with few financial resources and many low-income students continue to produce a disproportionate share of college graduates, doctors of philosophy, and medical doctors Nettles, In contrast, the sociopathological interpretations point an accusing finger at Darius, his single mother, and the community where they reside—blaming them for the dire circumstances in which they find themselves.