Culturally Relevant Teaching Quotes

There is something else about memory, something Thomas hadn’t brought up. It’s not a video recording. It’s subjective. It’s a culturally relevant account of what happened. It doesn’t matter if it’s accurate; it matters if it’s important in some way to you. If it teaches you something you need to learn.

Addressing the cultural differences between teachers and students requires what educational researcher Gloria Ladson-Billings describes as culturally relevant pedagogy.7 This approach to teaching advocates for a consideration of the culture of the students in determining the ways in which they are taught. Unfortunately, this approach cannot be implemented unless teachers broaden their scope beyond traditional classroom teaching.

Scheffer said a new ethnic underclass of immigrants had formed, and it was much too insular, rejecting the values that knit together Dutch society and creating new, damaging social divisions. There wasn’t enough insistence on immigrants adapting; teachers even questioned the relevance of teaching immigrant children Dutch history, and a whole generation of these children were being written off under a pretence of tolerance. Scheffer said there was no place in Holland for a culture that rejected the separation of church and state and denied rights to women and homosexuals. He foresaw social unrest.

I wanted to write about the reading culture I was seeing: the way it instrumentalized the books of writers of color to do the work that white readers should have always been doing themselves; the way our reading culture pats itself on the back for producing “important” and “relevant” stories that often ultimately reduce communities of color to their most traumatic episodes, thus creating a dynamic in which predominantly white American readers expect books by writers of color to “teach” them specific lessons—about historical trauma, farflung wars, their own sins—while the work of predominantly white writers gets to float, palely, in the culture, unnamed, unmarked, universal as oxygen.

I conclude this section with a possibly puzzling postscript on the meaning of the word “literal.” What is the literal meaning of a parable? Its literal meaning is its parabolic meaning. What is the literal meaning of a poem? Its literal meaning is its poetic meaning. What is the literal meaning of a symbolic or metaphorical narrative? Its literal meaning is its symbolic or metaphorical meaning. But in modern Western culture over the last few centuries, “literal” has most often been confused with “factual,” and factuality has been elevated over the metaphorical. Hence when people say they take stories in the Bible and the gospels “literally,” they most often mean “factually.” Thus the difference is not ultimately a literal versus a metaphorical reading, but a factual versus a metaphorical reading. And to read a story factually rather than metaphorically often involves a misjudgment about the literary genre of a story. When the metaphorical is understood factually, the result is a story hard to believe. But when a metaphorical narrative is understood metaphorically, it may indeed be powerfully and challengingly true.

Mis-information is rampant in this great age of mass-information. While we have more access to learning than ever before in the history of the world, we’re actually getting dumber it seems. The amount of (mis)information at everyone's fingertips has lured us into a false sense of knowing. Whether it be information about science, politics, or theology, our society is suffering from an inability to research, process, filter, and apply. At the same time we seem entirely oblivious to the zeitgeist (spirit of the age) that is nihilistic and libertine, making everything relative and subjective. And Satan himself rushes to blur our vision, stirring up the dust of confusion. The church must respond by teaching the critical faculties of logic and spiritual discernment, embedded in a cohesive framework of fides quaerens intellectum (faith seeking understanding). We must obtain a reasonable faith that is consistent with historic Christianity and relevant for our post-modern age. Otherwise, those rejecting the blatant errors of religious fundamentalism will be susceptible to every wind of false doctrine and repackaged heresy imaginable. They will leave the orthodox faith and accept something that vaguely resembles Christianity, but in reality is a vile concoction of demonic lies.

the pulpits have replaced the Fear of the Lord with a personification of fear of validation or fear of not attaining worldly success. The command to “go and make disciples” is defined as establishing a “Satellite Campus” where the face of the Preacher can be vaingloriously simulcasted. The Pulpit placates to the people in the pews as masterful-anecdotalists of pop-culture relevancy. And, as an unintended consequence, has deemed the power of the Word of God and of His Holy Spirit to be insufficient “for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work” (2 Tim 3:16-17).

Or is it the opposite-that the US has moved so far and so fast toward cultural permissiveness that we've reached a kind of apsidal point? It might be instructive to try seeing things from the perspective of, say, a God-fearing hard-working rural-Midwestern military vet. It's not that hard. Imagine gazing through his eyes at the world of MTV and the content of video games, at the gross sexualization of children's fashions, at Janet Jackson flashing her aureole on what's supposed to be a holy day. Imagine you're him having to explain to your youngest what oral sex is and what it's got to do with a US president. Ads for penis enlargers and Hot Wet Sluts are popping up out of nowhere on your family's computer. Your kids' school is teaching them WWII and Vietnam in terms of Japanese internment and the horrors of My Lai. Homosexuals are demanding holy matrimony; your doctor's moving away because he can't afford the lawsuit insurance; illegal aliens want driver's licenses; Hollywood elites are bashing America and making millions from it; the president's ridiculed for reading his Bible; priests are diddling kids left and right. Shit, the country's been directly attacked, and people aren't supporting our commander in chief. Assume for a moment that it's not silly to see things this man's way. What cogent, compelling, relevant message can the center and left offer him? Can we bear to admit that we've actually helped set him up to hear "We 're better than they are" not as twisted and scary but as refreshing and redemptive and true? If so, then now what?

Slavery became a huge, international business, and of course would remain one down to the present moment. It’s estimated that at the midpoint of the fifth century every third or fourth person in Athens was a slave. When Carthage fell to Rome in 146 B.C.E., fifty thousand of the survivors were sold as slaves. In 132 B.C.E. some seventy thousand Roman slaves rebelled; when the revolt was put down, twenty thousand were crucified, but this was far from the end of Rome’s problems with its slaves.               But new signs of distress appeared in this period that were far more relevant to our purpose here tonight. For the first time in history, people were beginning to suspect that something fundamentally wrong was going on here. For the first time in history, people were beginning to feel empty, were beginning to feel that their lives were not amounting to enough, were beginning to wonder if this is all there is to life, were beginning to hanker after something vaguely more. For the first time in history, people began listening to religious teachers who promised them salvation.               It's impossible to overstate the novelty of this idea of salvation. Religion had been around in our culture for thousands of years, of course, but it had never been about salvation as we understand it or as the people of this period began to understand it. Earlier gods had been talismanic gods of kitchen and crop, mining and mist, house-painting and herding, stroked at need like lucky charms, and earlier religions had been state religions, part of the apparatus of sovereignty and governance (as is apparent from their temples, built for royal ceremonies, not for popular public devotions).               Judaism, Brahmanism, Hinduism, Shintoism, and Buddhism all came into being during this period and had no existence before it. Quite suddenly, after six thousand years of totalitarian agriculture and civilization building, the people of our culture—East and West, twins of a single birth—were beginning to wonder if their lives made sense, were beginning to perceive a void in themselves that economic success and civil esteem could not fill, were beginning to imagine that something was profoundly, even innately, wrong with them.

1. Divine Writing: The Bible, down to the details of its words, consists of and is identical with God’s very own words written inerrantly in human language. 2. Total Representation: The Bible represents the totality of God’s communication to and will for humanity, both in containing all that God has to say to humans and in being the exclusive mode of God’s true communication.[11] 3. Complete Coverage: The divine will about all of the issues relevant to Christian belief and life are contained in the Bible.[12] 4. Democratic Perspicuity: Any reasonably intelligent person can read the Bible in his or her own language and correctly understand the plain meaning of the text.[13] 5. Commonsense Hermeneutics: The best way to understand biblical texts is by reading them in their explicit, plain, most obvious, literal sense, as the author intended them at face value, which may or may not involve taking into account their literary, cultural, and historical contexts. 6. Solo Scriptura:[14] The significance of any given biblical text can be understood without reliance on creeds, confessions, historical church traditions, or other forms of larger theological hermeneutical frameworks, such that theological formulations can be built up directly out of the Bible from scratch. 7. Internal Harmony: All related passages of the Bible on any given subject fit together almost like puzzle pieces into single, unified, internally consistent bodies of instruction about right and wrong beliefs and behaviors. 8. Universal Applicability: What the biblical authors taught God’s people at any point in history remains universally valid for all Christians at every other time, unless explicitly revoked by subsequent scriptural teaching. 9. Inductive Method: All matters of Christian belief and practice can be learned by sitting down with the Bible and piecing together through careful study the clear “biblical” truths that it teaches. The prior nine assumptions and beliefs generate a tenth viewpoint that—although often not stated in explications of biblicist principles and beliefs by its advocates—also commonly characterizes the general biblicist outlook, particularly as it is received and practiced in popular circles: 10. Handbook Model: The Bible teaches doctrine and morals with every affirmation that it makes, so that together those affirmations comprise something like a handbook or textbook for Christian belief and living, a compendium of divine and therefore inerrant teachings on a full array of subjects—including science, economics, health, politics, and romance.[15]

3) Chrislam is an Obvious False Teaching that Has Entered Christianity: Marloes Janson and Birgit Meyer state that Chrislam merges Christianity and Islam. This syncretistic movement rests upon the belief that following Christianity or Islam alone will not guarantee salvation. Chrislamists participate in Christian and Islamic beliefs and practices. During a religious service Tela Tella, the founder of Ifeoluwa, Nigeria’s first Chrislamic movement, proclaimed that “Moses is Jesus and Jesus is Muhammad; peace be upon all of them – we love them all.’” Marloes Janson says he met with a church member who calls himself a Chrislamist. The man said, “You can’t be a Christian without being a Muslim, and you can’t be a Muslim without being a Christian.” These statements reflect the mindset of this community, which mixes Islam with Christianity, and African culture. Samsindeen Saka, a self-proclaimed prophet, also promotes Chrislam. Mr. Saka founded the Oke Tude Temple in Nigeria in 1989. The church's name means the mountain of loosening bondage. His approach adds a charismatic flavor to Chrislam. He says those bound by Satan; are set free through fasting and prayer. Saka says when these followers are set free from evil spirits. Then, the Holy Spirit possesses them. Afterward, they experience miracles of healing and prosperity in all areas of their life. He also claims that combining Christianity and Islam relieves political tension between these groups. This pastor seeks to take dominion of the world in the name of Chrislam (1). Today, Chrislam has spread globally, but with much resistance from the Orthodox (Christians, Muslims, and Jews). Richard Mather of Israeli International News says Chrislamists recognize both the Judeo-Christian “Bible and the Quran as holy texts.” So, they fuse these religions by removing Jewish references from the Bible. Thereby neutralizing the prognostic relevance “of the Jewish people and the land of Israel.” This fusion of Islam with Christianity is a rebranded form of replacement theology (2) (3). Also, traditional Muslims do not believe in the resurrection of Jesus Christ. Therefore, they do not believe Christ died on the cross for the sins of the world. Thus, these religions cannot merge without destroying the foundations of the Gospel of Jesus Christ. References: 1. Janson, Marloes, and Birgit Meyer. “Introduction: Towards a Framework for the Study of Christian-Muslim Encounters in Africa.” Africa, Vol. 86, no. 4, 2016, pp. 615-619, 2. Mather, Richard. “What is Chrislam?” Arutz Sheva – Israel International News. Jewish Media Agency, 02 March 2015, 3. Janson, Marloes. Crossing Religious Boundaries: Islam, Christianity, and ‘Yoruba Religion' in Lagos, Nigeria, (The International African Library Book 64). Cambridge University Press. 2021.

Maybe the limitations of church, the discipline of regular attendance, the commitment it requires, also teach us to be Christlike. Maybe we need to reimagine church in our minds as a spiritual discipline, which teaches us the value of delayed gratification, of personally investing in change, of becoming more like Jesus.

The unique epistemic role of the university in our culture was to set up conditions where students could learn how to bring arguments and evidence to a question, and to teach them not to project convictions derived from tribal loyalties onto the evaluation of evidence on testable questions. The rise of identity politics should have been recognized by university faculties as a threat to their ability to teach decoupled argumentation and evidence evaluation. As a monistic ideology (Tetlock 1986), where all values come from a single perspective, identity politics entangles many testable propositions with identity-based convictions. It fosters myside bias by reversing Kahan’s (2016) prescription—by transforming positions on policy-relevant facts into badges of group-based convictions. One of the most depressing social trends of the last few decades has been universities becoming proponents of identity politics—a doctrine that attacks the heart of their intellectual mission.

In summary, Culturally Relevant Teaching claims that the dominant culture uses schools to sustain and reproduce itself. The goal of the Culturally Relevant Teacher is to tailor her methods and practices to identify and deconstruct this dominant culture. She must determine how the dominant culture(s) marginalizes other cultures—other ways of reading, writing, doing math, practicing science, behaving, and “knowing the truth”—in her classroom. Likewise, the goal of the Culturally Relevant Teacher is to help students deconstruct their own culture(s) and determine how they specifically are oppressed by the dominant culture(s), or how their culture(s) oppress the marginalized culture(s). After modeling this deconstruction, the Culturally Relevant Teacher’s mission is to empower and inspire her students to change the dominant culture through social justice activism. Her job is to push her students to develop critical consciousness.

Take, for instance, the passage quoted above about women being silent in church. Is that a direct command to Christians now? Or was that a case of a particular command directed toward a specific situation that is not relevant for women and churches today? Or does it reflect a biblical teaching that is true at a level of general principle (and, if so, which principle?) but that must be applied variously depending on the specific historical and cultural situation? Different Bible readers believe each of these views, whether or not they are consistent in working them out. But let us suppose that one of the latter two views is correct. How might we know that? By what standard or principle could that be determined? And then what are the other implications of that standard if it is applied consistently? Nobody seems to know, or at least to agree. Yet these questions often matter a great deal.

Seek to develop your skill and talent to a level of relevance. Create a platform to shine and make sure you are bringing a difference to the areas that require your expertise. A pastor who does not teach or pray for people, a football player always playing pool, a body builder who doesn’t eat but sleeps all day, a student who studies only towards examinations, a politician without a cause and a business without a customer service culture all have one thing in common – sooner or later they will all become irrelevant. Never miss the chance to practice the call of your mission, even if you are not getting paid for it.

Although he does not speak for all beginning secondary English teachers, we feel Matthew’s thoughts and experiences speak to the disconnect between understanding the concept of culturally responsive teaching and becoming a culturally responsive teacher. Like many beginning English teachers, he understands the concept of cultural responsiveness; he struggles, however, with how to move from the theory studied during preparation to the practice required for the classroom. There is no easy answer to this disconnect.

When she’s in a courtroom, Wendy Patrick, a deputy district attorney for San Diego, uses some of the roughest words in the English language. She has to, given that she prosecutes sex crimes. Yet just repeating the words is a challenge for a woman who not only holds a law degree but also degrees in theology and is an ordained Baptist minister. “I have to say (a particularly vulgar expletive) in court when I’m quoting other people, usually the defendants,” she admitted. There’s an important reason Patrick has to repeat vile language in court. “My job is to prove a case, to prove that a crime occurred,” she explained. “There’s often an element of coercion, of threat, (and) of fear. Colorful language and context is very relevant to proving the kind of emotional persuasion, the menacing, a flavor of how scary these guys are. The jury has to be made aware of how bad the situation was. Those words are disgusting.” It’s so bad, Patrick said, that on occasion a judge will ask her to tone things down, fearing a jury’s emotions will be improperly swayed. And yet Patrick continues to be surprised when she heads over to San Diego State University for her part-time work of teaching business ethics. “My students have no qualms about dropping the ‘F-bomb’ in class,” she said. “The culture in college campuses is that unless they’re disruptive or violating the rules, that’s (just) the way kids talk.” Experts say people swear for impact, but the widespread use of strong language may in fact lessen that impact, as well as lessen society’s ability to set apart certain ideas and words as sacred. . . . [C]onsider the now-conversational use of the texting abbreviation “OMG,” for “Oh, My God,” and how the full phrase often shows up in settings as benign as home-design shows without any recognition of its meaning by the speakers. . . . Diane Gottsman, an etiquette expert in San Antonio, in a blog about workers cleaning up their language, cited a 2012 Career Builder survey in which 57 percent of employers say they wouldn’t hire a candidate who used profanity. . . . She added, “It all comes down to respect: if you wouldn’t say it to your grandmother, you shouldn’t say it to your client, your boss, your girlfriend or your wife.” And what about Hollywood, which is often blamed for coarsening the language? According to Barbara Nicolosi, a Hollywood script consultant and film professor at Azusa Pacific University, an evangelical Christian school, lazy script writing is part of the explanation for the blue tide on television and in the movies. . . . By contrast, she said, “Bad writers go for the emotional punch of crass language,” hence the fire-hose spray of obscenities [in] some modern films, almost regardless of whether or not the subject demands it. . . . Nicolosi, who noted that “nobody misses the bad language” when it’s omitted from a script, said any change in the industry has to come from among its ranks: “Writers need to have a conversation among themselves and in the industry where we popularize much more responsible methods in storytelling,” she said. . . . That change can’t come quickly enough for Melissa Henson, director of grass-roots education and advocacy for the Parents Television Council, a pro-decency group. While conceding there is a market for “adult-themed” films and language, Henson said it may be smaller than some in the industry want to admit. “The volume of R-rated stuff that we’re seeing probably far outpaces what the market would support,” she said. By contrast, she added, “the rate of G-rated stuff is hardly sufficient to meet market demands.” . . . Henson believes arguments about an “artistic need” for profanity are disingenuous. “You often hear people try to make the argument that art reflects life,” Henson said. “I don’t hold to that. More often than not, ‘art’ shapes the way we live our lives, and it skews our perceptions of the kind of life we're supposed to live." [DN, Apr. 13, 2014]

Culturally responsive teaching is also about empowerment and interrupting teaching practices that keep certain students dependent learners. We have to create the right instructional conditions that stimulate neuron growth and myelination by giving students work that is relevant and focused on problem solving.

In my discipline, we affectionately refer to this sort of box (culture) as a zeitgeist, which literally translates to 'time ghost.' Unfortunately for any of you expecting spooky surprises, a zeitgeist doesn't refer to a literal ghost but is better understood as the 'spirit of the age,' although even this doesn't quite pin down its meaning. Think of any stereotype of any decade in the last century-from the Roaring Twenties, Flower Power of the sixties-any of these could certainly be said to illustrate the zeitgeist of that era. But zeitgeists can also be more specific than this, and its the SSDC that ends up developing a decent portion our zeitgeists, the sorts of zeitgeists that can be doubly hard to see outside of because they define more than just lifestyle practices. They define everything we think we know about our collective identities and our collective realities. Of relevance here is the zeitgeist of 'I know best about my body.' It's a lesson we teach people from almost before they can talk: 'You know your body,' 'Listen to your body,' and so forth. And while these are great truisms to teach our children about consent and empowerment as they grow older, they do come with blinders as they become our culture's zeitgeist. How can we really expect people to do a 180 on this logic all of a sudden in 2021?...It would be more productive of us to ask the broad cultural reasons that people resist such mandates, rather than scolding individuals for not conforming. Only then, I think, can we slowly begin to change our collective zeitgeists to those that encourage ownership and empowerment of our own bodies and also add in a healthy dose of 'Sometimes the body is silent' or 'Trust one's own body in collaboration with trusted experts' or something of the like. Ironically enough, the very denial of any shared realities that I mentioned in Lesson 20 is its own zeitgeist that has been gaining momentum for the last five years or so. I worry that this only allows the virus-or any other pathogen in our future-a foothold. Our divisions are their smorgasbord. How can we plan and strategize if we can't agree that we need to plan or strategize to begin with? This is one of the biggest hurdles we'll need to overcome to ensure humanity's long-term survival. It's possibly one of the most terrifying threats to humanity that I've seen in my lifetime-for if our only shared belief is that there is not shared beliefs, where do we go from there?

If….the conditions that make our volunteering what it is, that helped create do-ocracy, in our organization culture are based on do-ocratic volunteers at every level, then leadership in burning Man culture does not involve being a manager or a visionary but instead being a person who helps encourage, and distribute relevance, agency, competence, relatedness, and engagement. That's what our leaders do. They create the conditions in which our volunteers and teammates can have that experience of intrinsic motivation, developing social capital, using ther skills to the fullest, having a meaningful place in our community, where they do work that is meaningful to them and are able and encouraged to express their own voice and self.

Children not only think better as they mature; they also become capable of thinking about their own mental processes. Memory capacity may not expand in any real sense, but children (and adults) learn how to boost their recall by various strategies, ranging from the ways in which they group or store things to the kinds of tally systems they utilize on paper or in their heads. Children also learn to think about their own problem-solving activities: How can I best handle a new challenge? Which system or which tool would be useful? Who can I turn to for help? What is relevant and what is irrelevant to a problem I am trying to solve or a principle I am seeking to discover or master? Often these lessons are learned by watching others reflect on their memories or their thinking processes, by mastering practices common in the culture, or by following oft-repeated adages; even left pretty much to their own devices, however, in seems reasonable to assume that nearly all youngsters will improve somewhat in the "metacognitive" areas between the age of seven and adulthood (which itself begins at markedly different ages across cultures).

We have to create the right instructional conditions that stimulate neuron growth and myelination by giving students work that is relevant and focused on problem solving. Just turning up the rigor of instruction or increasing the complexity of content will not stimulate brain growth. Instead, challenge and stretch come with learning the moves to do more strategic thinking and information processing.