Culture and Culturally Responsive EducatorsCulture and Culturally Responsive Educators

Culturally Responsive EducatorsCulturally Responsive Educators

1. Hold high academic and personal 1. Hold high academic and personal expectations for each child.expectations for each child.

2. Ensure that learning outcomes are 2. Ensure that learning outcomes are meaningful, relevant, useful, and important meaningful, relevant, useful, and important to each child.to each child.

3. Provide for each child equitable access to 3. Provide for each child equitable access to the necessary learning resources and the necessary learning resources and sufficient opportunities to learn.sufficient opportunities to learn.

1. Hold high academic and personal 1. Hold high academic and personal expectations for each child.expectations for each child.

2. Ensure that learning outcomes are 2. Ensure that learning outcomes are meaningful, relevant, useful, and important meaningful, relevant, useful, and important to each child.to each child.

3. Provide for each child equitable access to 3. Provide for each child equitable access to the necessary learning resources and the necessary learning resources and sufficient opportunities to learn.sufficient opportunities to learn.

4. Nurture learning-support communities for each 4. Nurture learning-support communities for each child (families, peers, homework hotlines, child (families, peers, homework hotlines, community centers).community centers).

5. Facilitate the maximum growth of each learner 5. Facilitate the maximum growth of each learner by making informed academic adaptations that by making informed academic adaptations that match and build upon the learner’s prior match and build upon the learner’s prior knowledge, experiences, skills, and beliefs.knowledge, experiences, skills, and beliefs.

6. Build positive and supportive school and 6. Build positive and supportive school and classroom learning environments that are classroom learning environments that are grounded in mutual and genuine respect for grounded in mutual and genuine respect for cultural diversity. cultural diversity.

4. Nurture learning-support communities for each 4. Nurture learning-support communities for each child (families, peers, homework hotlines, child (families, peers, homework hotlines, community centers).community centers).

5. Facilitate the maximum growth of each learner 5. Facilitate the maximum growth of each learner by making informed academic adaptations that by making informed academic adaptations that match and build upon the learner’s prior match and build upon the learner’s prior knowledge, experiences, skills, and beliefs.knowledge, experiences, skills, and beliefs.

6. Build positive and supportive school and 6. Build positive and supportive school and classroom learning environments that are classroom learning environments that are grounded in mutual and genuine respect for grounded in mutual and genuine respect for cultural diversity. cultural diversity.

7. Promote classroom climates built on social 7. Promote classroom climates built on social justice, democracy, and equity.justice, democracy, and equity.

8. Promote individual empowerment, self-8. Promote individual empowerment, self-regard, and a belief in societal reform.regard, and a belief in societal reform.

9. Value diversity as well as human9. Value diversity as well as human commonalities.commonalities.10. Believe that it is their role and responsibility 10. Believe that it is their role and responsibility

to provide effective and empowering to provide effective and empowering instruction for each child. (p.23)instruction for each child. (p.23)

(Irvine, J. & Armento, B. (2000). (Irvine, J. & Armento, B. (2000). Culturally responsive teachingCulturally responsive teaching. Boston: McGraw-Hill.. Boston: McGraw-Hill.

7. Promote classroom climates built on social 7. Promote classroom climates built on social justice, democracy, and equity.justice, democracy, and equity.

8. Promote individual empowerment, self-8. Promote individual empowerment, self-regard, and a belief in societal reform.regard, and a belief in societal reform.

9. Value diversity as well as human9. Value diversity as well as human commonalities.commonalities.10. Believe that it is their role and responsibility 10. Believe that it is their role and responsibility

to provide effective and empowering to provide effective and empowering instruction for each child. (p.23)instruction for each child. (p.23)

(Irvine, J. & Armento, B. (2000). (Irvine, J. & Armento, B. (2000). Culturally responsive teachingCulturally responsive teaching. Boston: McGraw-Hill.. Boston: McGraw-Hill.

Cultural Compatibility StudiesCultural Compatibility Studies

Kamehameha Early Education Program - Kamehameha Early Education Program - (KEEP) collaboration on native Hawaiian (KEEP) collaboration on native Hawaiian children (1970-1980)children (1970-1980)

3-stage process: 1) Knowledge base of home 3-stage process: 1) Knowledge base of home culture and school experiences developed; 2) culture and school experiences developed; 2) Knowledge applied to development of Knowledge applied to development of curriculum; 3) Curriculum was implementedcurriculum; 3) Curriculum was implemented

Highlights included: home language use Highlights included: home language use patterns were transferred by emphasizing patterns were transferred by emphasizing comprehension over phonics; and used “talk-comprehension over phonics; and used “talk-story” approach over “question-answer” story” approach over “question-answer” pattern.pattern.

Kamehameha Early Education Program - Kamehameha Early Education Program - (KEEP) collaboration on native Hawaiian (KEEP) collaboration on native Hawaiian children (1970-1980)children (1970-1980)

3-stage process: 1) Knowledge base of home 3-stage process: 1) Knowledge base of home culture and school experiences developed; 2) culture and school experiences developed; 2) Knowledge applied to development of Knowledge applied to development of curriculum; 3) Curriculum was implementedcurriculum; 3) Curriculum was implemented

Highlights included: home language use Highlights included: home language use patterns were transferred by emphasizing patterns were transferred by emphasizing comprehension over phonics; and used “talk-comprehension over phonics; and used “talk-story” approach over “question-answer” story” approach over “question-answer” pattern.pattern.

Sociocultural Theory - Vygotsky’s Concepts of Teacher-

Student Interactions

Sociocultural Theory - Vygotsky’s Concepts of Teacher-

Student Interactions The role of knowledge construction in The role of knowledge construction in

the curriculum - teacher and student the curriculum - teacher and student collaborate in the teaching/learning collaborate in the teaching/learning process.process.

Studies on reductionist instructional Studies on reductionist instructional strategies showed how teachers strategies showed how teachers adjusted their instruction to meet the adjusted their instruction to meet the needs of students once they became needs of students once they became aware of alternative instructional aware of alternative instructional strategies. strategies.

The role of knowledge construction in The role of knowledge construction in the curriculum - teacher and student the curriculum - teacher and student collaborate in the teaching/learning collaborate in the teaching/learning process.process.

Studies on reductionist instructional Studies on reductionist instructional strategies showed how teachers strategies showed how teachers adjusted their instruction to meet the adjusted their instruction to meet the needs of students once they became needs of students once they became aware of alternative instructional aware of alternative instructional strategies. strategies.

STAGES OF ACCULTURATIONSTAGES OF ACCULTURATION

EuphoriaEuphoriaCulture ShockCulture ShockRecoveryRecoveryStabilizationStabilization

EuphoriaEuphoriaCulture ShockCulture ShockRecoveryRecoveryStabilizationStabilization

CULTURAL TERMSCULTURAL TERMS

EnculturationEnculturation AssimilationAssimilation AcculturationAcculturation StereotypesStereotypes Deep v. Surface LevelsDeep v. Surface Levels Ethnocentrism v. cultural relativismEthnocentrism v. cultural relativism Deficit v. Difference theoriesDeficit v. Difference theories Social reproduction theorySocial reproduction theory Cultural compatibility studiesCultural compatibility studies

EnculturationEnculturation AssimilationAssimilation AcculturationAcculturation StereotypesStereotypes Deep v. Surface LevelsDeep v. Surface Levels Ethnocentrism v. cultural relativismEthnocentrism v. cultural relativism Deficit v. Difference theoriesDeficit v. Difference theories Social reproduction theorySocial reproduction theory Cultural compatibility studiesCultural compatibility studies

Margaret Mead’s StagesMargaret Mead’s Stages

Pre-figurative - One way strict Pre-figurative - One way strict transmission of culture: parent to childtransmission of culture: parent to child

Figurative - Two-way transmission: Figurative - Two-way transmission: parent and childparent and child

Post-Figurative: Child to Parent Post-Figurative: Child to Parent TransmissionTransmission

Pre-figurative - One way strict Pre-figurative - One way strict transmission of culture: parent to childtransmission of culture: parent to child

Figurative - Two-way transmission: Figurative - Two-way transmission: parent and childparent and child

Post-Figurative: Child to Parent Post-Figurative: Child to Parent TransmissionTransmission

Bilingual SocializationBilingual Socialization

Elective v. circumstantial Elective v. circumstantial bilingualismbilingualism

Compound v. coordinate Compound v. coordinate bilingualismbilingualism

Elective v. circumstantial Elective v. circumstantial bilingualismbilingualism

Compound v. coordinate Compound v. coordinate bilingualismbilingualism

Multiple Layers of Culture(Ooka Pang, V. (2003). Multicultural education: A caring-centered, reflective approach. (pp.13-14)

Multiple Layers of Culture(Ooka Pang, V. (2003). Multicultural education: A caring-centered, reflective approach. (pp.13-14)

Language, symbols, artifactsLanguage, symbols, artifactsLanguage, dialects preferred, proverbs, signs, jokes, stories, myths, Language, dialects preferred, proverbs, signs, jokes, stories, myths,

analogies, folklore, art forms, heroes, dances, rituals, children’s games, analogies, folklore, art forms, heroes, dances, rituals, children’s games, currency, holidays, history (family, national, global)currency, holidays, history (family, national, global)

Customs, practices, interactional Customs, practices, interactional patternspatterns

Verbal and nonverbal communication patterns, family behaviors, Verbal and nonverbal communication patterns, family behaviors, governmental and social institutions, conversational styles, friendship governmental and social institutions, conversational styles, friendship patterns, community roles, gender rolespatterns, community roles, gender roles

Shared values, beliefs, norms and Shared values, beliefs, norms and expectations (values driving people)expectations (values driving people)

Attitudes, religious and spiritual beliefs, fears, laws, standards, Attitudes, religious and spiritual beliefs, fears, laws, standards, levels of political participationlevels of political participation

Language, symbols, artifactsLanguage, symbols, artifactsLanguage, dialects preferred, proverbs, signs, jokes, stories, myths, Language, dialects preferred, proverbs, signs, jokes, stories, myths,

analogies, folklore, art forms, heroes, dances, rituals, children’s games, analogies, folklore, art forms, heroes, dances, rituals, children’s games, currency, holidays, history (family, national, global)currency, holidays, history (family, national, global)

Customs, practices, interactional Customs, practices, interactional patternspatterns

Verbal and nonverbal communication patterns, family behaviors, Verbal and nonverbal communication patterns, family behaviors, governmental and social institutions, conversational styles, friendship governmental and social institutions, conversational styles, friendship patterns, community roles, gender rolespatterns, community roles, gender roles

Shared values, beliefs, norms and Shared values, beliefs, norms and expectations (values driving people)expectations (values driving people)

Attitudes, religious and spiritual beliefs, fears, laws, standards, Attitudes, religious and spiritual beliefs, fears, laws, standards, levels of political participationlevels of political participation