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Characteristics of culturally responsive pedagogy
Reflection essay culturally responsive and inclusive education
Characteristics of culturally responsive pedagogy
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E. D. Hirsh, Jr. promotes the cultural literacy pedagogy, whereas Antonia Darder supports the critical pedagogy. Hirsh sets up his argument for cultural literacy by declaring that there are certain things that everyone in America should know and become knowledgeable of. Darder, on the other hand, describes how America needs to learn how to read the world and also learn how to take action about the more problematic situations in our world. This essay will discuss how each pedagogy is different, where they similarly connect, and why I find myself drawing closer to critical pedagogy in my future classroom. The biggest difference between cultural literacy and critical pedagogy is learning from experience; cultural literacy says that being knowledgeably …show more content…
The critical pedagogy approach to teaching is also supported and implemented by Paul Freirian, a Brazilian educator and activist, whose approach “relies on the experiences of the students and implies a respect and use of the students’ culture, language, and dialect” (Darder, 2003, p. 366). By creating a student centered classroom, teachers are allowing valuable teaching and learning time for the students, who will assist and work with one another in order to engage and learn more than if their teacher was standing in front of the room and lecturing. Freire argues against classrooms that reflect a teacher and text centered classroom. This is problematic because if a teacher is teaching from the text book, teachers face the problem of being unable to relate to their students because of the differences in knowledge and experience. Student centered instruction in the critical pedagogy allows students to be open minded and participants in learning, therefore, it opens windows for students to opening and willingly share experiences. Most people learn by experience and connecting these experiences with others and to other things. Critical pedagogy also calls teachers to use “organic vocabulary” …show more content…
When these thirteen years are over, not all of us will remember everything we learned and we will move further in life with whatever content interested us more or most. For example, I loved English because reading was my favorite hobby and I got good grades; I used to read everything we were assigned and ace almost all of my tests. This led me to become an English major, and now I am learning in-depth information about British Literature, United States Literature, Shakespeare, etc. I am using experience and interest to lead me to my future teaching career. Because this is against what Hirsh stands for, I see myself teaching with a critical pedagogy where it is more ideal to learn language through culture and experience and how we can take action on potential
It shows how he put much idea and enthusiasm when writing the book, and more than masterly supported his stand, disputes and arguments all though the book. His manner of expression and stance states that we are either one of the oppressed or one of the oppressors. It has an unquestionable vocabulary level, which aides him in educating the reader not just about oppression but also about education, which, was one Freire's main principles in life. In the book, you will discover diverse theories, systems, and concepts made by Freire to enable people to build their own self and elevate their level of awareness and knowledge. One of these is to use one’s own life sufferings that are constantly experienced rather than made up events to justify issues in the education system. Freire urges people to utilize development through circumstances from everyday life and took in lessons from these circumstances as tools to improve our literacy. Paulo Freire's intention in writing the book is to assist oppressed individuals in abstaining from being shaped and directed by the
Fegar, Mary-Virginia. “I Want to Read: How Culturally Relevant Texts Increase Student Engagement in Reading.” Multicultural Education, 13:3 (Spring 2006): 18-19. [E Journal]
In this method of education, according to Freire, students never think critically or develop ideas. The second type of education is labeled “problem-posing”. Freire makes it very clear that he is an advocate of the “problem-posing” method of education. He believes in encourages communication and better comprehension of what the students are learning. “Yet only through communication can human life hold meaning…the teacher cannot think for his students, nor can he impose his thought on them” (Freire 216). Freire argues that the only real form of educatio...
Freire begins his critique by analyzing the relationship between teacher and student. The author suggests that the teacher is a “narrator” and students are mindless drones waiting to be “filled” with useless information. Freire expands on this idea, comparing the students to “depositories” and the teacher to being the “depositor”; the comparison indicating teaching is an act, not a collaboration. The author also
Rereading America: Cultural Contexts for Critical Thinking and Writing written by; Gary Colombo, Robert Cullen, and Bonnie Lisle, Eighth Edition, published April, 2007 by Bedford/St. Martin’s, is a textbook about writing and critical thinking. In the first chapter of Rereading America: Cultural Contexts for Critical Thinking and Writing, “Thinking Critically, Challenging Cultural Myths”, the Authors begin by setting a relatable scene of what it’s like for a college student. How a new found independence can be overwhelming, especially with regards to critical thinking, showing that what we have learned, needs to be re-evaluated and that an open mind in essential. "What Is Critical Thinking" In this section of the chapter the editors explain what it means to be a critical thinker. They explain that critical thinking is not just studying dates and facts, but rather taking those facts and examining them. The editors then proceed by explaining how having an open mind, and taking others' perspectives into account when formulating our own opinions on what the author is trying to say to us is important. A critical thinker takes all aspects into account and reflects on personal experience as well. The editors also point out that different cultural experiences bring different opinions. They suggest that we need to become active learners, continuously questioning the meaning behind everything, testing not only the theories of others but also our own experiences and analyzing the text rather than going for the obvious. They show that thinking outside the box is the epitome of critical thinking. Basically, we need to step outside our comfort zones and what we have always been taught. The editors also suggest that we need to re-evaluate our per...
Colombo, Gary, Robert Cullen, and Bonnie Lisle. Rereading America: Cultural Contexts for Critical Thinking and Writing. Colombo, Gary, Robert Cullen, and Bonnie Lisle. 9th ed. Boston: Bedford of St. Martin's, 2013. 377. Print.
Geneva Gay (2002) combines these two concepts of sociocultural consciousness and culturally responsive teaching in Restructuring Attitudes and Beliefs. Gay refers to culturally responsive teaching as a way of addressing “universal marginality, powerlessness, and disadvantages” within the classroom by taking a critical view of the curriculum (p.1). Culturally responsive teaching starts with the teacher’s identity and an awareness of their own ideologies and theories that influence how they act as a median between the student and curriculum. Similar to understanding their own identity, the sociocultural consciousness is how the teacher views the students’ identities in their community. Gay explains these relationship by saying, ”teachers’ instructional behaviors are strongly influenced by their attitudes and beliefs about various dimensions of student diversity” (p.3). The historical context of the community allows the teacher to use their individual students’ background as resources for scaffolding entire class’s curriculum and help meet the needs of the individual students. Assuming the role of public education is to act as an equalizer, culturally responsive teaching is a means of creating
By incorporating critical literacy into the teaching of literacy, children are able to explore and understand inequalities between different cultures or races displayed in a text. An example would be in a newspaper article which could display how the dominant worldviews are accepted while the minority views of the indigenous are often dismissed as discussed in chapter 6. If this neglect of the indigenous culture and opinions was to continue and the teaching focus was based on western perspectives in school settings, many children would not be able find connections between their home experiences and their education. To prevent this, teachers could use resources in the indigenous community and environment to scaffold the children’s critical literacy activities. With many indigenous children having limited access to technologies and cars, the children are not exposed to the related literacy practices many other children see every day. Teachers must integrate critical literacy opportunities that the children can relate too, which will give them the chance to read, analyse, critique and question texts that the children are familiar
Harris, Karen, and Barbara Baskin. “Toward a Culturally Literate Society.” School Library Journal 35.12 (1989): 29-32.
By incorporating the Critical Literacies Pedagogy into Health and Physical Education, primary school students in the South Australia will be offered with chances and information that other students may not have entry to. Generally, the Critical Literacies Pedagogy encourages discourse inside the classroom and community about the health and welfare of students and simultaneously decreases inequality.
Pedagogy of the Oppressed is a nonfiction book by Brazilian author Paulo Freire. The book is best known for its philosophical concepts on oppression as it pertains to education. Since the book 's first publication in 1978 it has become a worldwide staple for educators and activists alike, who strive to conquer the problem of oppression in its many facets of life. Pedagogy of the Oppressed is an eye-opening and life changing book that should be a requirement for all future educators in order to ensure success in creating a liberating and humanizing education system.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
Whilst critical literacy skills are absolutely necessary in a holistic approach to learning in the 21st Century (MCEETYA, 2008), and considering the current global shift in seemingly focusing on the betterment of the immediate society rather than a global society, it would seem more prudent to encourage students into critically assessing the text presented to them. However, as this shift also suggests, a rapid progression for a more united, global society, and by extension a more intense modification of literacy education, and the education establishment itself, may require much more time, discretion and subtlety than a drastic shift of the traditional model (Bolstad et al., 2012). A more socially and politically charged approach to literacy learning may also deter from the practical skills and mere enjoyment of students learning literacy. The whole language model allows for students to choose subjects and ideas that interest them (Rose, 2016), without purposefully pushing the agenda of critical thinking. As it is a set of beliefs rather than a set method of teaching, there is also no specific way to apply the whole language model to a classroom debated (Seely Flint et al., 2014), thus critical analysis of text may still be touched on. For example, a lesson may entail reading an illustrated storybook, and students may be asked to write or say what they had gleaned from the story and how the images helped with the narration of the story. The lesson allows for an analysis of the story and a deeper reflection of the author’s intention without eliminating an appreciation of the story. As understanding language is central to the learning and development of students (ACARA, n.d.), the ability to enjoy learning literacy so as to engage and entice students’ interest in English is paramount in a 21st
I have almost completed this semester and a few weeks, students of KPMIM will face a war, final exam. We are busying with to fulfill the task or assignment that need to be submitted on the deadline. Yeah, it really kills my life and freedom. However, we have to bear with it because we are student. So, my thoughts about Critical Literacy had change a bit. It is not hard or difficult actually. We just need to know about it, learn and practice it. So it much more easier if you want it too.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.