Community Cultural Wealth Theory Examples

Community Cultural Wealth “An array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression” encompasses the main idea of Community Cultural Wealth. It is vital to understand that students will step foot into the classroom with a variety of cultures zipped up in their backpacks, and it is our job as educators to make sure that equality is instilled/taught in our classrooms. The second a student feels a sense of discrimination, whether from ourselves or their fellow classmate(s), is when the safe and comforting environment of the classroom begins to diminish. Here I will discuss just how important it is to see the differences amongst students as an advantage

The remedies that are suggested are the results of the information that educators know about the problem, what they value, and in turn deem as being the solution to the problem. After possible remedies take place the educators then reflecting on the process by coming together and determining whether the remedies were effective or not. The Problem Posing Model is a great resource to pair with Yosso’s Community Cultural Wealth Model. This model consists of the six different forms of Community Cultural Wealth that I have previously mentioned. Yosso argues that all of these forms of capital can be used to empower individuals. This model essentially captures the talents, strengths, and experiences that Students of Color bring with them. It could be said that the model represents a sort of framework that allows educators to understand how Students of Color access and experience school from a strength-based

The most important concept that needs to be taken into great consideration for the results of this plan towards equality to be promising is that the assets of all students, families, and communities are paid close attention to/valued. If schools valued diverse forms of Community Cultural Wealth then they would be sure to do the following: understand the backgrounds of all students, teach to students’ experiences, focus on student centered goals, and enroll students (regardless of culture/race) into GATE programs. In addition, they would value the use of other languages, incorporate culturally responsive teaching, as well as, to teach students and/or parents about other cultures, and lastly, provide flexible family resources and opportunities for involvement. While all of these things may seem easier said than done, it can be done slowly but surely with the help of present and future educators. It is apparent that there are significant changes that need to be made to promote equality in schools, so my question to you is, “What will you do to contribute to the resolution of this prevalent