Discussing Culturally Relevant Teaching/Pedagogy

The importance of Culturally Relevant Teaching/Pedagogy

A critical education is, intrinsically, an issue of social justice (Giroux, 1985; Frieire, 1971). A myriad of issues are borne out of the quest to foment a more equitable, culturally relevant pedagogy that will eventually lead to a re-envisioned critical language arts paradigm. This is true of STEM-related course content as well (Brown, 2005). It is my position that language instantiates culture, maybe not in its entirety; however, it is indispensable to both the communicability and continuance of culture. If this is in fact true, then, the inclusion of the language and culture of our scholars is integral to their continued academic success. Often times, students of color generally, and African American males more specifically are tacitly (albeit forcibly) required to check their culture at the door of their respective classrooms, so to speak. And, in so doing, it assures them, perhaps non-consciously, that the compulsory educational spaces that they inhabit are not reserved for them. This hierarchical differentiation then forcibly positions them as "others", who are deemed, simultaneously, non-standard and, therefore, inferior. The alienation that this exclusionary paradigm foments and ensures, while not the whole story, undoubtedly informs and exacerbates the seemingly intractably enduring achievement gap.

So then the goal of this course is to explore educational theories that, specifically, endeavor to catalyze the abolition of the alienating effect of obviating and, therefore, denigrating the language and culture of our traditionally marginalized students. Educational inequity is enacted when deficient views of marginalized students’ language and culture, because it purportedly lacks the dominant languages legitimate features, results in psychological and material sanctions within an educational milieu. Contiguously, ideological linguistic oppression is being enacted whenever its use in, educational (traditional) setting, leads to further marginalization, forced remediation, and subordination (Freire & Macedo, 1987).

For Freire (1987) it is especially problematic because it disallows the realization of marginalized students’ ontological vocation: to become critically conscious, reflexive, and transformational, i.e., to become more fully human. What is more, according to Giroux (2011), students’ voices are their discursive means to make (and re-make) themselves heard in the world and to redefine themselves as authors of their own world; that is to say, their agentive voices allow them to tell their story, in their own words (Bakhtin, 1931). We want to help our scholars by preparing them with a critical framework which will help them in their journey towards self-actualization (Freire, 1994) and later self-efficacy. Thus, our goal is to uncover, where necessary (and possible), and bolster, where applicable, best practices that facilitate the development of positive self-identities for our all CSM students.

The Core Tenets of Culturally Relevant Pedagogy

In response to the aforementioned educational challenges facing traditionally racially-marginalized students, some researchers and teachers believe that education should be adapted to "match the cultures students bring with them from home.“ (Sheff, 2011; Ladson-Billings, 2005). Many of these researchers and educators support the constructivist theories of education because such perspectives recognize the value of multiple cultural viewpoints. James Scheurich believes that culturally relevant pedagogy has a significant importance on our students because it benefits students no matter what their socio-economic, socio-historical, and or socio-cultural background is. If he is correct, it behooves all of us to think through ways to integrate CRTP in our pedagogy as well as our work in student services. Here are the core tenets of CRTP:

• In order to be culturally relevant, teachers must create an accommodating and inviting classroom culture, if they are to reach diverse audiences. Teachers must demonstrate that they care for their students, because a genuine attitude of interest is likely to yield positive emotions that empower and motivate students.[32] One way teachers can make their classroom less intimidating is through reciprocal teaching, where students and teachers take turns leading the class discussions.

• Identity Development: This concept highlights the importance of self-acceptance, socioeconomic and cultural influences in relation to both teacher and student. The development of identity is facilitated through the relationships between the aforementioned aspects, and is critical for the student-teacher connection when implementing Culturally Relevant Pedagogy.[23]

• Equity and Excellence: Within this principle following concepts are addressed: "dispositions, incorporation of multicultural curriculum content, equal access, and high expectations."[24] The integration of excellence and equity in CRP is predicated upon establishing a curriculum that is inclusive of students cultural experiences, and setting high expectations for the students to reach.[25]

• Developmental Appropriateness: Several concepts collectively define Developmental Appropriateness within the context of CRP. These concepts include, "...learning styles, teaching styles, and cultural variation in psychological needs (motivation, morale, engagement, collaboration)."[26] The goal is to assess students cognitive development progress and incorporate learning activities within the lesson plan that are challenging and culturally relevant.[27]