UW-Stevens Point Ed.D. candidate Jay Benedith writes about “3 Ways to Enhance Culturally Responsive Teaching” on Edutopia<\/a>. Jay is in her third semester in the Educational Sustainability doctoral program<\/a> and was one of the first recipients of our Inclusivity Scholarship.<\/p>\n\n\n\n Originally posted on Edutopia<\/a><\/p><\/blockquote>\n\n\n\n When\n I taught early American history, my students and I discussed both the \ntragedies and the triumphs surrounding the founding of the United \nStates. My students\u2014mostly Black and Latino\u2014could appreciate the \ngrandeur of the Washington Crossing the Delaware<\/em><\/a> painting, while simultaneously empathizing with Phillis Wheatley\u2019s<\/a> poetic longings for equality. A culturally responsive approach to teaching inspires deep conversations and can be equal parts challenging and rewarding.<\/p>\n\n\n\n Over time, I\u2019ve come to realize that understanding<\/em> the principles of culturally responsive education and actually being <\/em>a culturally responsive educator are not synonymous. Bridging\n the gap between theoretical knowledge and successful execution may \ninclude mistakes, such as jumping into sensitive topics without building\n trust or making assumptions about students\u2019 lived experiences. There \nare three key steps to help navigate difficult conversations in a \nculturally responsive way.<\/p>\n\n\n\n Culturally responsive teaching \nincorporates and connects students\u2019 interests and experiences to our \nlearning objectives. Centering student voice and choice not only engages\n students; it also shows that their perspectives and input matter. \nChristopher Emdin\u2019s theory of reality pedagogy<\/a>,\n which centers student agency and connects academic content to current \nevents, highlights the importance of co-teaching with students. Sharing \nthe classroom \u201csteering wheel\u201d with students builds inclusivity, \nbelonging, and their sense of agency.<\/p>\n\n\n\n For example, when I taught a unit\n about women suffragists, my students chose their research subjects as \nwell as the facts they wanted to share with their classmates. I was \namazed by how many of them focused on what women like Sojourner Truth \nand Elizabeth Cady Stanton were like growing up. I would not have \nthought to share much about suffragists\u2019 childhoods, and yet my students\n were so inspired by the suffragists\u2019 journeys toward activism.<\/p>\n\n\n\n Through this model of \nco-teaching, my students showed me their interests. I paid attention, \nand I integrated their values in subsequent lessons. Ultimately, \nculturally responsive classrooms support academic achievement though \npersonalized connections.<\/p>\n\n\n\n Meaningful and challenging \ndiscussions will arise in your classroom. Safe spaces and brave spaces \nare foundational in fostering and holding such moments. According to \nscholar Shihua Chen Brazill<\/a>,\n a safe space is \u201cestablished through mutual respect built on group \nnorms,\u201d and it \u201cprotects students from psychological harm\u201d and judgment.\n A safe space is the foundation of a brave space, which Brazill \ndescribes as \u201ca tool to discuss controversial and sensitive issues \nregarding diversity and social justice.\u201d<\/p>\n\n\n\n An excerpt from Sandra Cisneros\u2019s The House on Mango Street<\/em><\/a>\n inspired my class to engage in a conversation about family history and \ncultural belonging. In this safe space, students shared anecdotes and \ntall tales punctuated by moments of laughter and tears of nostalgia. \nDuring the conversation, a student admitted that she was not always \ninclusive of people different from her. I knew it was time to transition\n into a brave space.<\/p>\n\n\n\n Typically, brave spaces allow \nlearners to engage in critical analysis, challenge a norm, and\/or engage\n in a debate. Teachers can use a visual or nonverbal cue as well as a \nverbal cue to signal such a transition. During this lesson, I explicitly\n signaled the transition from a safe space to a brave space by placing a\n blue magnet on the easel and leading the class through a \u201cdeep belly\u201d \nbreathing exercise.<\/p>\n\n\n\n We then discussed times when we \nexcluded or judged others who were different from us. We connected our \nexperiences to the passages in The House on Mango Street <\/em>and\n brainstormed how we could disrupt exclusionary behaviors moving \nforward. Throughout the conversation, I referenced anchor charts with \ncommunity agreements so that students knew how to engage in the space.<\/p>\n\n\n\n When dialoguing in a brave space,\n ensure that everyone knows the hand signals and safe words needed to \nconvey nonverbal communication throughout the discussion. Similarly, \noffer both verbal and nonverbal acknowledgment to uplift students, such \nas snaps, smiles, and high-fives. Encourage your students to do the same\n for one another. This creates a sense of community, camaraderie, and \nsafety.\nStart of newsletter promotion.<\/p>\n\n\n\n Get\n a first look at our new newsletter\u2014a monthly roundup of education \nresearch curated by our editors, and presented in a way that\u2019s clear, \nconcise, and practical.Yes, count me in<\/a>End of newsletter promotion.<\/p>\n\n\n\n
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<\/figure>\n\n\n\n1. Center Student Voice and Choice<\/h3>\n\n\n\n
2. Differentiate Between Safe Spaces and Brave Spaces<\/h3>\n\n\n\n
The Research Is In<\/h2>\n\n\n\n
3. Ease Students Into the Lesson<\/h3>\n\n\n\n