Over the course of my career, I’ve used the term “broken” a variety of times to describe a child coming from a divorced family. We have to do real work as educators to examine our own intentional and unintentional biases with culture. How much of what students learn today reflects these cultures?īecoming culturally responsive in our pedagogy is more than just an integrated read aloud during class. The African and Asian cultures make up approximately 75% of the world population (2006).
Students cannot relate to the material they read or to the people who teach them if the learning is not culturally relevant. We have built an educational system on assimilation. I thought no wonder test scores are the way they are. Now this was ten years ago, but the numbers were very low. When I went home that night, I paid attention to television shows to see how many Indian people were represented, how many African Americans, how many Asians. She dropped Tootsie Rolls in front of each child explaining their demographics and how many examples they see of themselves in what they read in schools, people like them who teach them, etc. Each was to represent a different racial and gender group. She sat ten different students in seats at the front of my classroom. Since I prided myself on being open-minded and willing to address the hard issues, it was eye opening for me. Gloria Swindler Boutte, from the University of South Carolina, came to teach a lesson on social inequality.
In speaking with my school counselor recently, she mentioned that she intentionally used the IGP process to advocate for students of color to inform their parents/guardians of options beyond middle school.
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