Afterword (1)

Journal of Praxis in Multicultural Education

  • Volume 5, Number 1, Article 12, Spring 2010

  • Author: Christine Sleeter

  • DOI: 10.9741/2161-2978.1036

  • Available at: https://digitalscholarship.unlv.edu/jpme/vol5/iss1/12

Afterword: Culturally Responsive Teaching

  • Sleeter reflects on the teaching practices and principles related to culturally responsive teaching.

  • Culturally responsive teaching connects teacher expectations and the diverse backgrounds of students.

Key Points from Other Articles in the Issue

  • Grant and Sleeter (2007):

    • Effective teachers believe in their students' ability to learn.

    • They leverage student backgrounds as assets in the learning process.

  • Impact on Chicano/a Students:

    • Teacher expectations significantly influence Chicano/a student performance.

  • Literacy Strategies:

    • Cheesman and De Pry emphasize the importance of evidence-based methods for integrating culturally responsive teaching with literacy.

  • Integration of the Arts:

    • Reif and Grant highlight how the arts can engage students culturally and academically.

Preparing Teachers for Culturally Responsive Teaching

  • Studies by Frye, Button, Kelly, and Button:

    • Focus on enhancing teacher efficacy in culturally responsive methods.

    • Suggest creative curriculum units based on African American history.

  • Critical Examination of Issues:

    • Sauer and Sauer provide strategies that encourage preservice teachers to critically assess disability, language, and cultural issues.

Extending Beyond the Classroom

  • School-wide Approaches:

    • De Pry and Cheesman address the integration of culturally responsive teaching with Response to Intervention and Positive Behavior Support.

  • Educational Exclusion:

    • Harmon et al. discuss counter-strategies employed by undocumented students in response to educational barriers.

Common Misconceptions in Culturally Responsive Teaching

  • Essentializing:

    • Over-generalizing students based on cultural group membership, instead of recognizing individual and community contexts.

  • Misplaced Expectations:

    • Teaching about cultural heritage rather than integrating students' cultural knowledge into pedagogy.

  • Silver Bullet Problem:

    • The misunderstanding that there is a singular solution to improving achievement, ignoring the interplay of multiple pedagogical strategies.

  • ‘Them’ Focus:

    • Viewing culturally responsive teaching solely for students of color without self-examination of one’s own teaching practices.

Practical Experience in Teacher Education

  • Community Engagement:

    • Sleeter discusses incorporating volunteer experience in community organizations for preservice teachers.

    • Emphasis on understanding different cultural interaction norms, as illustrated through a case study involving a white preservice teacher (Linda).

Observations and Learning Outcomes

  • Noting different cultural expressions of communication among students.

  • Challenging norms of classroom interaction and the importance of flexibility in teaching practices.

  • Encouraging collaborative establishment of classroom rules that align with students' cultural backgrounds.

Conclusion

  • Culturally responsive teaching is essential for developing academic intelligence among all students.

  • Emphasizes the importance of ongoing dialogue between educators and their communities to foster a better understanding of diverse student needs.

References

  • Grant, C. A. & Sleeter, C. E. (2007). Doing multicultural education for achievement and equity. New York: Routledge.

  • Sleeter, C. E. (2001). Culture, difference & power. New York: Teachers College Press.