Culturally Responsive Pedagogy Quotes

As long as oppression is present in the world, young people need pedagogy that nurtures criticality.

We live in a period where there's no time for "urgent-free pedagogy." Our instructional pursuits must be honest, bold, raw, unapologetic, and responsive to the social times.

Cultural artifacts like clothing, music, or speech are aspects of indigenous culture that are generally not considered by teachers to be related to education, but are one of the first things a teacher identifies when interacting with neoindigenous students. The wrong clothing or speech will get neoindigenous students labeled as unwilling to learn and directly impact their academic lives much in the way that it affects the indigenous. For example, if one were to ask the average person in the United States, Australia, or New Zealand to describe the indigenous peoples in their respective countries, the responses would probably be very similar, and include exoticized references to scanty clothing, “odd” living arrangements, “strange” speech, “weird” customs, and “primitive” art and music.

In culturally responsive teaching, relationships are as important as the curriculum. Geneva Gay, pioneer of culturally responsive pedagogy (2010) says positive relationships exemplified as “caring” are one of the major pillars of culturally responsive teaching.

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.

Judith Richards (1993), a teacher in Cambridge, Massachusetts, recounts her experience in a third/fourth grade classroom of children of white and African-American professionals and working-class Haitian immigrants. When she structured a traditional math problem-solving activity, the children of professionals invariably took the lead. However, when she embedded the same type of math problem-solving activity in a traditional Haitian folk tale, the Haitian children took the lead. It seems reasonable that culturally responsive pedagogy would positively affect learning. In both instances, the cognitive task facing children from cultures that were different from mainstream culture was simplified when they did not have to deal with both an unfamiliar speech event and instructional content. Further, one can imagine that using a familiar communication style could possibly reduce cultural dissonance, create a sense of membership, and symbolically affirm children who are members of racial minority groups (Erickson 1987).

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