Culturally relevant teaching

Culturally relevant or responsive teaching is a pedagogy grounded in teachers' displaying cultural competence: skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to his or her cultural context. Culturally relevant or responsive teaching is a pedagogy grounded in teachers' displaying cultural competence: skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to his or her cultural context. While the term often deals specifically with instruction of African American students in the United States, it has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds. For instance, in Canada, research reflects the need to bridge the gap between traditional Aboriginal education and Western education systems by including spirituality in Aboriginal educational practices. By making education culturally relevant, it is thought to improve academic achievement. Although the majority of this practice is undertaken in a primary or secondary school setting, Baumgartner and Johnson-Bailey (2008), have experienced the implementation and discussions of culturally relevant teaching within a higher education environment. Culturally relevant teaching was made popular by Dr. Gloria Ladson-Billings in the early 1990s, the term she created was defined as one 'that empowers students to maintain cultural integrity, while succeeding academically.' Culturally relevant pedagogy can also be found in the literature as “culturally appropriate” (Au & Jordan, 1981), “culturally congruent” (Mohatt & Erickson, 1981), “culturally responsive” (Au, 2009; Cazden & Leggett, 1981; Erickson & Mohatt, 1982; Lee, 1998), and “culturally compatible” (Jordan, 1985; Vogt, Jordan & Tharp, 1987). Ladson-Billings (1992) also provides some clarification between critical and culturally relevant pedagogy, with the difference being that culturally relevant pedagogy urges collective action grounded in cultural understanding, experiences, and ways of knowing the world. This has become more widely known and accepted in the education field. For example, the U.S. Department of Education's Equity Assistance Centers, such as the Equity Alliance at ASU help states, school districts and schools to establish the conditions for equitable educational outcomes for all students, using cultural responsiveness as one of the measures of the needed capabilities of teachers, principals and school communities as a whole. The theory surrounding culturally relevant teaching is connected to a larger body of knowledge on multicultural education and helping culturally diverse students excel in education. Researchers argue that there are gaps in academic achievement between mainstream culture and immigrants or ethnic cultural groups. Early theories suggest, the disconnect between these groups were due to student/teacher language difficulties or that ethnic cultures don’t value education as heavily as the Western culture does. Often placing, culturally diverse students unnecessarily in special education classes simply because of linguistic and cultural differences. In response to these challenges, some researchers and teachers believe that education should be adapted to 'match the cultures students bring with them from home.' One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay. In her landmark book, Culturally Responsive Teaching: Theory, Research, and Practice, Geneva Gay expanded the traditional view of culture beyond race and ethnicity. She wrote, 'Even without being consciously aware of it, culture determines how we think, believe, and behave' In other words, culture is a student's beliefs, motivations, and even social groups and norms. Thus, the teacher who practices culturally relevant teaching understands that culture manifests in a variety of adaptations within how students prefer to learn. A culturally responsive teacher uses differentiated instruction to tailor learning to every aspect of a student's culture. Many of these researchers and educators support the constructivist theories of education because such perspectives recognize the value of multiple cultural viewpoints. In constructivism, learners are taught to question, challenge, and critically analyze information rather than blindly accept what it taught; which leads to exactly the type of teaching advocated by the originators of culturally relevant teaching. James Banks lays out 5 dimensions of multicultural education. These dimensions laid the foundation for the move toward culturally relevant teaching. The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching. The second dimension of knowledge construction asks learners to begin questioning and critically analyzing the biased, and previously accepted, curriculum. In the third dimension, the teaching focus shifts to encouraging cross-cultural interactions in an effort to reduce prejudice. By the fourth dimension, equitable pedagogy, the teacher uses culturally relevant teaching to change teaching approaches. The purpose of Banks' fourth dimension is to tailor teaching methods to ensure success of students from all cultures. If successful, the fourth dimension and culturally relevant teaching will manifest into Banks' fifth dimension of an empowered school culture. It is in this stage when teachers and learners critically examine the institution of education for inequities. Banks' fourth and fifth dimensions are the perfect example of culturally relevant teaching. Teachers who achieve these dimensions, and thus fully realize the impact of culturally relevant teaching, cherish learners who question, seek answers through inquiry, and embrace a mindset of social justice. All of which are the key components of constructivism. James Scheurich believes culturally relevant pedagogy has a significant importance on our youth because it benefits students no matter what the ethnic background or culture of the students. He explained how the success of the nation is in the hand of children and in a society where students of color will no longer be the minority and how teachers must teach to their audience in order for students to be successful. (Scheurich James, N/A)