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.