Yekaterina Loseva EPS 512 Culturally Responsive Pedagogy

What is culturally responsive pedagogy? That is a question that we as class and individually have tried to answer this semester. As I reflect on my own personal notion of culturally responsive pedagogy I am instantly reminded of an interview clip we watched with Gloria Ladson Billings, in which she stated that as educators we have to walk into our classrooms with the ideology that before us sit the future leaders of our country. We as educators must walk into our classroom and envision the next Barack Obama, Bill Gates, and Martin Luther King Jr. sitting before us eager and ready to learn. Although the lives of our students might not resemble our lives it is our duty to our students to understand them as individuals and respect their differences. Too often teachers stereotype students and teach to those stereotypes never scratching the surface and truly trying to understand where our students are coming from which creates a great disservice to ourselves and our students.

As educators it is imperative to understand the culture of our students because in understanding their culture we can better understand them as individuals. In my opinion to truly build a sound curriculum you have to know your audience, children will not engage if they feel like you do not care about them and do not understand them. Thus as reflective educators we must create a classroom community and curriculum which promotes and emphasizes cultural acceptance and diversity. Our students are not all the same they are individuals and we need to regard them in that manner. We need to see past our cultural differences and love our students; we need to treat them like they are our kids. If you see your students as the other you will

never get through and break down that barrier, but if you see them as yours your expectations for them will have no limits.

One article that really stood out to me this semester was Lessons from Teachers, in which author Lisa Delpit, argues that with changes in attitudes and actions in the classroom, teachers can alter what happens in urban schools and transform the lives of students. Delpit points out in her article that we as teachers cannot change the community in which our students are raised, we cannot change their socioeconomic status, but we can make a difference in their lives. She goes on to state that we need to see our students brilliance and not teach down to them, but instead teach more. Instead of having low expectations of our urban students we need to have the highest expectations for them.

In addition, we need to teach our urban students the basic skills needed to succeed in American society. Thus we really need to be aware of the curriculum that we are using to teach our students if we are unprepared then our students will not be prepared. We need to teach meaningful lessons which our students can apply in their everyday lives. When I was student teaching at Uplift Community High School, I taught a lesson on Consumer Economics, which involved the basics of opening up a checking and a savings account to a class of about twenty 10th graders. My mentor teacher had a really hard time getting this group to focus, so I knew that my lesson not only had to be engaging it had to speak to these kids in real terms and offer them skills they could use in the real world. I created a role play for bankers and customers, cut up fake money, and even brought in ties for my bankers to wear, and the lesson was the most engaged I had seen these students all year. The lesson was eye opening not only for me but also

for my mentor teacher he was impressed I was able to engage my students by teaching skills that they could apply in the real world.

Delpit also makes a point to state that no matter what methodology in delivering our material we need to demand critical thinking from our urban students. I feel that often times teachers do not present challenging material to urban students because they do not believe that they can meet the challenge or feel sorry for them and offer material below their learning needs and I feel that type of thinking is unfortunate and hurts the student. Additionally, Delpit believes that we need to provide emotional ego strength for our students and dispel the notion of racial stereotypes that students may have to deal with in the world. Instead of adding to the people in our students lives who say they cannot do something, we need to be maybe the only people in their lives who say they can do anything and help them get there at least in the realm of education.

When I think of what my role is in the classroom yes my role is to deliver content, but more importantly I have to teach my kids that they can reach their dreams. Unfortunately for some students I need to let them know that they can even have dreams. Often students growing up in an urban environment are told that they cannot do something because of who they are or where they come from. Well I am a firm believer that where you come from does not define where you go in life. We cannot put limits on our students potential instead with have to instill in them the idea that dreams are possible to realize though dedication and hard work. To add, Delpit states we need to build on our childrens strengths and we can only do that if we have knowledge of the childrens out of school life. I completely agree with that statement sometimes we judge our students too quickly. For example we might say Mark is always so angry and will

not do his work he is just a bad kid, yet if we take the time to get to know Mark we could find out that he could have had a death in his family or his parents might be going through a divorce. As educators we have to try not to have preconceived notions about our students instead we should try to understand where they come from. I feel that we can do that if we have a sense of community in the classroom if students feel like they can trust you and that you respect them they will be more open and will try harder to please you. Sometimes students need to know that you care about them not only as students but as individuals. In my opinion when you are teacher, you are also a parent, friend, counselor and confidant a jack of all trades if you will if you constantly just stay in lecture mode you will never reach your kids. Delpit article was truly motivating and I feel that all the advice she offers for new teachers is completely relevant and should be applied to the classroom. I know that when I walk into Morton School of Excellence I will periodically refer back to this article because I feel that it offers key elements that we should be incorporating into our classrooms.

Another article that really resonated with me this semester was the article entitled Who Are Our Urban Students and What Makes Them So Different in which author Rebecca Goldstein points out that as educators many of us have preconceived notions about urban students. Most of us walk into schools with the idea that we are here to save these students but the truth is as Goldstein points out that there is absolutely nothing wrong with them. Instead of trying to save them we need to educate them despite the lacking resources and the constant change that occurs within the school. We need to stop placing blame on our urban students and instead blame the system and do everything in our power to change the system. To add, we need to remember that each student is far different from we think they are. Goldstein also makes a very relevant point when she states that caring for urban students is never enough unless we take

actions and believe in them. Further, she states that to understand urban students it is essential to understand their culture and cultural norms. As educators we need to learn about where our students come from because that represents a huge part of who they are and how they view the world. I found this article to be critical for understanding cultural awareness, since all of us will be in urban schools we have to understand the urban culture. Instead, of passing judgment on our students and their culture we have to be able to integrate their culture into our curriculum. To add, what I really liked about this article is that it forces us to keep a mental check of who urban students are and who they are not and I feel that mental check will be extremely valuable during this coming year.

Another article and movie clip that really spoke to me this semester was a The Two Towns of Jasper. Honestly, I was floored and disgusted by the events that transpired in Jasper, Texas. I feel like this documentary holds enormous power because often times we like to pretend racial issues such as this do not exist anymore, but unfortunately these are incidents that happen more often than we are likely to admit. What struck me the most is how all the towns citizens on the surface seemed so connected by this notion of being from Jasper, yet when we began to scratch beneath the surface the town was extremely segregated and had been for generations. I could not help read this article and think of Chicago. Although I am extremely proud to call Chicago my home I am not unaware of the extreme segregation that embodies our city. I feel that what happened in Jasper could have easily occurred here in our backyard and unfortunately probably has. James Byrd Jr. could have been a Chicagoan who was at the wrong place at the wrong time and killed by those who were raised to hate. That notion of being able to kill someone simply based on their skin color makes me really sick. Yet, it makes me think that this

movie and article are essential for a cultural relevance class, because it helps to start a conversation.

Often times as educators we do not address racial issues and instead try to sweep it all under the rug and pretend like the world is perfect and differences do not exist. Unfortunately in the real world one of the first things we are judged on is the color of our skin. As urban educators we need to talk about the issue race because it is essential to understanding our students and their life experiences. Furthermore, that conversation needs to go beyond our classroom it needs to be a conversation we have with our significant others, friends, and our children. In addition, when I was reflecting on this piece I remembered that in 1998, when the Jasper tragedy occurred I was in sixth grade and in my mind although it seems like it was a long time ago it was only fourteen years ago which is heart wrenching. Additionally, I feel that in promoting a cultural relevant pedagogy not only can we learn more from our students but they can learn from one another and dispel these ideas of stereotypes which often lead to hate. That is why it so important to create a culturally relevant community in which you can have critical conversation and be open to our students perspectives.

As an educator I feel that it is extremely important to at least try to understand our students perspective. During my time as a student I always had a hard time connecting with my teachers partly because they never seemed to take the time to get to know me, and since I got good grades I usually flew under the radar. Now after taking this class and becoming more reflective I really wish they had taken the time to understand me and where I came from. I wish they had created culturally relevant lessons and made me proud of where I came from and eager to share my perspective with them. Unfortunately I cannot go back in time and change my school

experience but I do have a chance to give my students that valuable opportunity. I will pride myself in being that culturally reflective teacher who will not judge and instead understand my students. My major goal for this year is to make connections with all of my students and create a classroom in which my students feel welcomed and loved. I will also create culturally relevant lesson plans and hold my students to high expectations. Mostly importantly I will let them know that I care about them and will push them like nobody has pushed them, because I believe in them.