Current Connection 2

Shaina Kuper

            For this week’s learning experience, conducted by LC 3, we were assigned to read, “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy”, written by G. Ladson-Billings. The assigned reading mainly described the teaching of incorporating culture into an education system. The reading also exclaimed that there were many themes that were targeted towards the cultural education side of this certain issue. The article also talks about how schools need to incorporate home life and home culture into the education system to make that connection in the children’s brains to connect both environments and learn socially with their peers also around them. Billings also has said that a variety of these labels come with the culturally relevant lifestyle of education. Billings defined cultural relevant pedagogy as, “the teaching as a pedagogy of opposition not unlike critical pedagogy but specifically committed to collective, not merely individual, empowerment”. The author makes it well known that this pedagogy rests on 3 criteria or propositions which are that students should develop and maintain cultural competence, students should develop critical consciousness through the current social order, and students must experience academic success.

            Throughout the readings, there were many themes that rose above the others. Of the three criteria is that Billings pointed out, I believe that the most important theme of the reading was the criteria that all students must maintain cultural competence. One of the most important things in education is learning about culture and your communities’ culture and with this reoccurring theme within the article, Billings talks about how instead of the way culture should be put into education systems, education systems should be put into one’s personal culture of that community.

            This article references a theoretical undergirding study of teachers of African American students. The parents specifically selected these incredible teachers because of their children’s reactions to learning in their type of classrooms and the teacher’s knowledge of the Blacks and white community. The teachers were also recommended by principals who observed their student’s attendance rates, test scores, and the low number of discipline referrals that the teachers gave their students. Billing suggested that teachers learn what their students want to be taught for the classroom to not be as structured as “Common Core” type teaching. The article talks about how parents should be involved in what is being taught to the child, culture wise, and the schools should listen to the parents and community families.

            Like our past readings for this class, many assigned readings have also had the reoccurring theme of having the children the most engaged in the classroom and what type of facilities have to be in place for that to happen. This specifically, when the home life in the school is directly connected, children do make those connections and learn more and most importantly, want to learn more about the communities and how they can personally help to positively impact their hometowns with the knowledge that they gain.

            I found an article entitled, “Culturally Responsive Pedagogy in Teacher Education”, written by Oxford Research. This article directly is correlated with Billing’s article because of the cultural pedagogy in education but my article explains the actions teachers can take to accommodate everyone’s needs including families, children, and communities overall. As well as Billings article, the article written by Oxford Research also stated that instead of teaching kids about culture and the teacher simply memorizing the unit, teachers and educators should be knowledge themselves on the community cultures in history to not only make it a unit, but a way of putting education in the culture instead of vise versa. Also within the article, a main theme throughout was inclusivity within the children and classrooms. Including children with special needs, the deaf community, etc. the article makes it a point that there are a bunch of different types of families and students that should be included s possible and have those types of specialized teachers in the classrooms to incorporate every child’s needs the most extent that they can be included in. Both articles have several similar points that directly attack the situation at hand, which is inclusivity among students, teachers, communities, families, etc. This week’s learning experience and current connection’s article of, “But That’s Just Good Teaching! The Case For Culturally Relevant Pedagogy”, was one of the most interesting assigned readings, in my opinion, so far this semester because there is so much to unfold in this said topic and many interesting discussions and points from our class came from this reading.

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