Camden’s Blog

“The use of cultural referents in teaching bridges and explains the mainstream culture, while valuing and recognizing the students’ own cultures.”  This statement marries Vygotsky theories of learning with social just teaching practices – the right way to learn/the right way to teach and in a way that is righteous.  Of the many features of culturally responsive teaching in this packet of information, I chose three to comment on.   Communication of High Expectations:  I like the way this is written because we simply cannot stop at setting high expectations and expect that to be communicated with our students.  And the active engagement of students with taking on those expectations of themselves requires purposeful two-way communication. Students should participate in the construction of those expectations and we should ensure these expectations are culturally and authentically relevant to our students.  Teachers provide genuine praise and celebration is a critical component and I we like to see the complete dismantling of all tracking in schools. Cultural Sensitivity:  It is imperative that I get to know the cultures represented in my classroom.  I need to seek out literature and provide instruction that values those cultures.  Only then to I start to even the learning process in my classroom.  I need to understand the cultural contexts that my students bring to my classroom if I want to maximize their learning and make sure that I am aware that being sensitive to their development as a student – I do not want to do harm.   Student-Controlled Classroom Discourse:  I think this is important for all students as a necessary engagement tool to promote self-confidence and self-empowerment but I think it is particularly important for students who are marginalized by just being of another culture than the mainstream.  It is not only to provide teachers insight but to provide students with voice.  Communication in all forms should be investigated, understood and engaged in. 

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