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3 Spotlight on Phoenix March 24, 2012
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1
Culturally Responsive Teaching and the Summer Institute
Culturally Responsive Teaching Working Group
November 22, 2013
March 24, 2012
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Opening
On the Phone and In the Chat Log• Where does culturally responsive teaching
currently live in your institute’s strategic plan? Or, where do you hope it will live?
• What has your region already done with culturally responsive teaching up to this point?
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Spotlight on Phoenix
March 24, 2012
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Vic’s Timeline
2008-2010: Curriculum Specialist at the PHX Institute Implemented new then revised DCA sessions
focused on archetypes, biases and the diversity competencies
2011: DCA Instructional Leader at the LA Institute Met Sung-Ae Yang Revised DCA curriculum to consider sociocultural
context and facilitate more personal reflection 2012-2013: Diversity Coordinator at PHX Institute
Created Diversity Committee and DA Role Further Revisions to DCA Curriculum Focus on structures other than DCA to discuss and
address cultural conflict and cultural context Focus on developing culturally responsive teachers
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Affirming Diversity In the Organization
Affirming Diversity In the Classroom
Affirming Diversity Interpersonally
Affirming Diversity Institutionally
Affirming Diversity Instructionally
Our Twin Goals
DevelopingTAL Teachers
Creating TAL Classrooms
Closing the Achievement Gap
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Our Challenges
I need to avoid cultural domination: Embracing multiculturalism, rather than
uniculturalism/monoculturalism Affirming differences, rather than holding
a deficit-based perspective Validating other perspectives rather than
operating with assumptions and blind spots
Moving against the moving sidewalk, rather than walking with it
Being aware of the smog I breathe, rather than denying it exists or I am immune
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Affirming Diversity in the Classroom:
Affirming Diversity
Rigorous, relevant and responsive curriculum
Culturally responsive and constructivist methods
Relationships built on authentic caringAffirming Diversity in the Organization: Creating space that feels like “home” Valuing and affirming all perspectives Most valuing the perspective of those who
share the background of our students
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Affirming Diversity in the Classroom:
What We’ve Done
Culturally Responsive Teaching Core Session Revise Examples in Week 1 to be More
Responsive Develop Knowledge/Analysis Skills in
CoachesAffirming Diversity in the Organization: Robust Diversity Programming Revised DCA Curriculum around Cultural
Conflict Over-Investment in Diversity Affirming
Badasses
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Our DCA Programming
DCA 1: Race, Intelligence and Public Education New session, co-led by CMA and Specialist
DCA 2: Identity and Cultural Conflict Re-vamped “Archetypes, Biases, etc.”
DCA 3: The Moving Sidewalk Re-vamped “Behavioral expectations”
DCA 4: Blind Spots Re-vamped “Working With Parents”
Diversity Reflections Working With Colleagues
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Other Diversity Programming
Affinity Groups Hot Topic Sessions DCA De-briefs School-based differentiated sessions Receptions for Underrepresented Groups Mentorship programs Panel Discussions
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Blow Up at the DCA Session
Interview Scenario #1
What is the pain of the White CM? Where does it come from?
What is the pain of the CM of color? Where does it come from?
Whose pain we most respond to reflects whose humanity we most value, and we should value everybody’s humanity.
What was your response in the interview? Whose pain did you most respond to? How did you respond to it?
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Not-So-Good Classroom Observation
Interview Scenario #2
This was same CM as in Scenario #1 How might cultural conflict be at the root of
this CM’s struggles? Poor classroom management students aren’t
invested in class poor relationships with students what are the interactions like? cultural conflicts between teacher and student?
Assuming the very best about this CM, what archetypes and biases might be at the root of this CM’s struggles?
What was your response in the interview? What would be the result of not addressing the cultural conflict?
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Key Accomplishments
Diversity Committee Diversity Ambassadors Identifying and Supporting Diversity Affirming
Badasses Creating Spaces for Discussion and Development
Affinity Groups, Hot Topic Sessions, Mentorship Programs, Receptions, Panels
Re-envisioning CM development through a lens of cultural responsiveness and affirming diversity
Revisions to DCA sessions content and purpose Diversity Badass Recruitment and Retention
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Key Limitations
Inherent Tensions “One Person’s Coffee is Another Person’s
Whiskey” Silly Putty, not Tipping Points
Getting Into Structures and Institutions Low Attendance and Participation in Special
Structures ISATs Coaching Frameworks and Practices CMA and SD Preparation, Training, and Support Culture of Achievement/MGMT/DCA
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Where does Culturally Responsive Teaching
Come From?
March 24, 2012
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Some Terminology
Although they are sometimes used synonymously, these terms do not mean the same thing
Schooling / Education Equality / Equity Intelligence / Intellect Critical / Critical
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Reproduction Theory
Schools have five primary functions
Academic Cultural Social/Political Economic Spiritual/Moral
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Reproduction Theory
The purpose of school is to reproduce arrangements in each of these functions
Academic: What/Who is a smart person? Cultural: What/Who is high culture? Social/Political: What/Who is an American? Economic: How is wealth distributed? Spiritual/Moral: What/Who is a good person?
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Reproduction Theory
What are the implications of this theory on education and schooling?
Identity Formation Access and Opportunity Cultural Assimilation A Focus on Intelligence, Not Intellect A Focus on Equality, Not Equity A Focus on Schooling, Not Education
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Resistance Theory
If schools re-produce, they therefore produce.
Academic: Cultural: Social/Political: Economic: Spiritual/Moral:
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Resistance Theory
If schools re-produce, they therefore produce. What if they produced resistance?
Academic: New definitions of intelligence. Cultural: Cultural survival and proliferation. Social/Political: Social justice and democratic
participation. Anti-racism and anti-oppression. Economic: Re-distributing wealth Spiritual/Moral: New definitions of a “good
person”
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Transformational ResistanceSolorzano & Delgado Bernal (2001)
Critique of Social Oppression
No Critique of Social Oppression
Motivated by Social
Justice
Not Motivated by Social Justice
Self-DefeatingResistance
ReactionaryBehavior
TransformationalResistance
ConformistResistance
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Cultural Responsive Teaching
Student Outcomes and Aspirations
Critical Consciousness Cultural Competence Academic Achievement
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Cultural Responsive Teaching
Sites for Cultural Responsiveness
Curriculum: What you teach Pedagogy: How you teach Relationships: Interactions with who you
teach
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Cultural Responsive Teaching
Dispositions for Cultural Responsiveness
Sociocultural Consciousness Affirming Attitude Towards Difference Embrace Constructivism View Self as Capable and Responsible Know Student Prior Knowledge Build Instruction off of Prior Knowledge
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Resistance and Responsiveness
How is students’ critical consciousness an essential part of our summer schools? How is this rooted in our teachers’ and staff’s critical consciousness?
How does a rigorous, relevant, and responsive curriculum develop a consciousness and a motivation for social justice?
How do students feel solidarity with teachers in a development of consciousness?
How do students and teachers interact in a way that features the co-creation of knowledge?
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Implications for Summer Institute
March 24, 2012
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Implications on the Summer Institute
Culturally responsive teaching is just one part of a larger struggle for equity and justice
Responsiveness is an aspiration, and a state of being; not a set of strategies and best practices
How does the temporary nature of institutes foster this long-term commitment and capacity?
This is a multi-year path