A FRAMEWORK FOR CULTURALLY RESPONSIVE TEACHING 4
AFramework for Culturally Responsive Teaching
AFrameworkfor Culturally Responsive Teaching
Thearticle read, provides powerful insights on how educationthat fully respects diversity can be challenging. Thecase study illustrated in the article focuses on a United Stateshistory teacher by the name Mr. Clark.The teacher wants to share knowledge with his students on the topic“the notion of cultural pluralism” and the different roles thatour various socioeconomic upbringings play in our lives (Wlodkowski &Ginsberg, 1995).The socioeconomic background,in this case,is used to show the belief system that our society puts in us thathave an impact on our view of day to day activities in the learningprocess as related to culture.
Inhis teaching, Clark uses collaborative and critical questioningprocedures to help students in his class tocomprehend concepts related to social class and melting pot quickly.Using this process,he engages students by asking them to brainstorm on words related toculture. Students come up with answers such as religion, language,ethnicity, and gender and food preference. After engaging students ingroups,they are surprised by how much the issues raised are fairconsidering they come from different backgrounds.
Thecommonality issue posesa question ofwhy it’s difficult for some people to become economically secureconsidering the culture elements are common amongdiverse groups ofindividualsliving in theStates. Mr. Clarks rules on the discussion of this issue gives thestudents a chance to give honest opinions on what they think is thereason. As a result of this study,students acknowledge that the difference in the viewpoint amongdifferent scholars isattributedto race and socioeconomic upbringing which take the centralpart of the broad picture of cultural pluralism resulting toprejudice.
Insummary, when handling learners from the diversecultural background, their engagement in learning about the topicthat touches on their cultures will only be possible if they areintrinsically motivated. Theidea is best solvedby the application of the motivationalframework in the learning process.
Wlodkowski,R. J., & Ginsberg, M. B. (1995, September). AFramework for Culturally Responsive Teaching.Retrieved December 11, 2016, from Educational Leadership:http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-Teaching.aspx