Resource Pedagogies and the Evolution of Culturally Relevant, Responsive, and Sustaining Education

2021 ◽  
Author(s):  
Alexandra J. Reyes ◽  
Taylor A. Norman
Keyword(s):  
Civil Rights ◽  
Multicultural Education ◽  
Civil Rights Movement ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Marginalized Communities ◽  
White Middle Class ◽  
Teacher Professional ◽  
The Rich

Since the latter half of the 20th century, resource pedagogies have been encouraged in U.S. teacher education programs and promoted through in-service teacher professional development sessions. Resource pedagogies resist deficit perspectives by taking an asset-based perspective of cultural and linguistic difference. Asset-based perspectives differ from traditional, deficit-oriented schooling practice by viewing the rich cultural, linguistic, and literacy practices and knowledges of students from communities that have been historically marginalized by White middle-class normed policies as valuable assets. Major resource pedagogies have evolved since their emergence in response to the U.S. Civil Rights Movement. Specifically, educational researchers and practitioners have advanced multicultural education, culturally relevant pedagogy, culturally responsive teaching, and culturally sustaining pedagogies to address educational inequities and narrow the opportunity gap between students from dominant communities and those that have been historically marginalized. Although numerous researchers and classroom practitioners have demonstrated the power of these asset-based pedagogies to improve student engagement and academic achievement for students from historically marginalized communities, they are still not widely incorporated in practice. Controversies around the conceptualization, conflation, and implementation of the various asset-based approaches to teaching and learning push educational researchers and practitioners to continue to refine and transform education.

Protest and prayer: the Jewish and Catholic presence at Selma

2019 ◽  
Vol 14 (2) ◽  
pp. 238-254 ◽  
Author(s):  
Cory Callahan ◽  
Janie Hubbard
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
Civil Rights Movement ◽  
Visual Information ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Voting Rights ◽  
Content Type ◽  
Public Issues ◽  
Teachers And Students

Purpose The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues. Design/methodology/approach The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities. Findings The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Practical implications The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics. Originality/value Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

scholarly journals Collective memory and historical narratives: The African American civil rights movement

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Richard Hughes ◽  
Sarah Drake Brown
Keyword(s):  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Teaching And Learning ◽  
The United States ◽  
Primary Sources ◽  
Secondary Sources ◽  
Narrative Structures ◽  
Teachers And Students ◽  
African American Civil Rights

This study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian’s interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to ‘do history’ and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism.

The Suppression of Diversity

2003 ◽  
Vol 26 (2) ◽  
pp. 27-48
Author(s):  
Adrian J. Lottie ◽  
Phyllis A. Clemens Noda
Keyword(s):  
Affirmative Action ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
People Of Color ◽  
Multiple Sources ◽  
National Unity ◽  
English Only ◽  
Cultural Legacy ◽  
Civil Rights Movements ◽  
The Rich

Is it a systematic strategy or a mutation of millennial ferver that drives the escalating challenges to the civil rights of this nation's racial, linguistic, and national origin minorities? Increasing juridical, legislative, and popular assaults on affirmative action policies coupled with the sometimes less heralded emergence of a de facto U.S. language policy are sweeping through the states. These activities draw on a consistent repertoire of approaches from the invocation of the very language and concepts of the civil rights movement to the isolationist “buzz-words” of early twentieth century advocates of “Americanization.” In an effort to legitimize their efforts this new breed of assailants has lifted the terms “equality of opportunity,” “color blind,” and “merit” directly from the lips of civil rights heroes of the past, retrofitting concepts that resonate from the very core of the civil rights movement into an arsenal of weapons that threaten the extinction of that movement. In that same vein opponents of bilingual education have reached further back into our history dredging up de-contextualized quotations from icons of American history to evoke nostalgia and patriotism and to resuscitate the fear of the dissolution of national unity in the wake of the infusion of diverse languages and cultures. The introductory portion of this article treats the failure of anti-civil rights movements to acknowledge either the rich cultural legacy of people of color or the deeply engrained cultural and political limitations that this nation has imposed on their civil rights. We discuss the re-packaged language of equality and equity used by these movements and their success and attempts at success in reversing the progress of civil rights at the polls and in legislatures across the nation. We next examine the anti-affirmative action and anti-bilingual movements sweeping the U.S. today, analyzing qualitative and quantitative data from multiple sources including data from the the 2000 U.S. Census to track current anti-affirmative action and anti-bilingual/English only developments among the states to demonstrate the coexistence of these developments in those areas where people of color are concentrated.

Mathematics, Multicultural Education, and Professional Development

1997 ◽  
Vol 28 (6) ◽  
pp. 680-696
Author(s):  
Christine E. Sleeter
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Civil Rights ◽  
Multicultural Education ◽  
Civil Rights Movement ◽  
The Past ◽  
Marginalized Groups ◽  
The U.S ◽  
The Way

Multicultural education grew out of the civil rights movement and, as such, is grounded in a vision of democracy, social justice, pluralism, and equality—ideals that have yet to be realized in U.S. society and its schools. For the past 25 years, multicultural education has served as a mobilizing focus for struggles to articulate visions of schooling that are consistent with the ideals of the U.S. and for the development of theory and research that offer a countervision to the way that schooling is usually conducted, particularly for children from historically marginalized groups. As this body of theory and research has grown so also have the implications for restructuring various dimensions of the education enterprise. Mathematics is one such dimension and is the focus of this article. First, however, I contextualize the discussion that follows within a vision of what multicultural education means.

The Consumers’ Co-operative Union: Embedding Integrated Popular Front and War on Poverty Social Programs in the South

2020 ◽  
pp. 83-114
Author(s):  
Anne Gessler
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Credit Union ◽  
Grocery Store ◽  
Popular Front ◽  
The South ◽  
Marginalized Communities ◽  
Racially Mixed ◽  
The Cost

Chapter three analyzes radical Great Depression- and World War II-era consumer cooperatives in working-class Freret neighborhood as their anti-racist, socialist calls for a complete overhaul of the capitalist system careened into their constituents desire for economic expediency. Opening an integrated grocery store called Consumers’ Co-operative Union, along with host of affiliated cooperatives, German, black, and Latin American organizers muted their Popular Front sympathies to lower the cost of living for racially mixed Freret residents and implement New Deal economic reforms in the South. Although critics charged that Rochdale cooperatives were too apolitical, and while radicals’ principles were co-opted to serve a capitalist agenda, chapter three illuminates how the city’s mid-twentieth-century credit union movement embedded Popular Front ideals into Great Society social policies. Credit unions operated as political channel for marginalized communities, situating New Orleans urban growth within the context of the long civil rights movement.

scholarly journals Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies

2021 ◽  
Vol 14 (1) ◽  
pp. 249-263
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton
Keyword(s):  
Critical Literacy ◽  
Culturally Relevant Pedagogy ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Learning Activities ◽  
Eastern Canada ◽  
Middle Years ◽  
Relevant Pedagogy

Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.

‘Do our lives matter?’ Music, poetry, and Freedom School

2018 ◽  
Vol 13 (3) ◽  
pp. 256-267
Author(s):  
Amy Shimshon-Santo
Keyword(s):  
Leadership Development ◽  
Los Angeles ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Youth Development ◽  
Community Organizing ◽  
Arts Education ◽  
Teaching And Learning ◽  
National Network ◽  
Freedom Schools

This article presents synergies between arts education, political consciousness raising, and leadership development for youth, and suggests roles for the arts in community organizing for personal and social change. Arts education is seen as a strategy to unleash creativity, affirm cultural assets, cultivate multiple literacies, critique oppressive social practices, and ignite freedoms. Rooted in the US civil rights movement of the 1960s, Freedom Schools became a national network committed to youth development. The case study, set in the Freedom School of South Los Angeles, introduces readers to geographical, cultural, and institutional contexts for the work; outlines a critical methodology for participatory action research; and shares transformational autoethnographies of teaching and learning in arts education classrooms. It is grounded in intersectional feminist methodologies, and is aimed at educators, artists, urbanists, and cultural studies practitioners. The work invested in youth voice and professional development of novice teachers by activating creativity and intergenerational mentorship to reimagine alternative futures. Short term project outcomes are conveyed, alongside longer-term implications for systemic change that values the lives of black and brown youth, families, and communities.

The Dr. and Mrs. Wyatt T. Walker Collection

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Taylor McNeilly
Keyword(s):  
Civil Rights ◽  
South African ◽  
Civil Rights Movement ◽  
Local Development ◽  
Black Music ◽  
History Of ◽  
The Rich ◽  
Music Audio ◽  
The University ◽  
Tree Image

Wyatt Tee Walker died in January 2018. Deservedly celebratory obituaries in major newspapers noted his heroic efforts as a leader in the Civil Rights Movement, as an aide and confidant to Martin Luther King Jr., as an internationally renowned activist against South African apartheid, and as chair of the Central Harlem Local Development Corporation. Yet they barely scratch the surface of the networks of accompaniment, instruction, apprenticeship, and affiliation that made his life meaningful. Fortunately, there is a full archive of the rich complexity of Walker’s life at the University of Richmond Boatwright Library. It contains a treasure trove of works of visual art, recorded music, audio- and videotaped speeches, books, miscellaneous objects, and the remarkable Music Tree image that Walker created to depict visually the history of Black music. Kalfou solicited a description of that collection from archivist Taylor McNeilly. We publish it in this issue in the hope that the archive will be accessed regularly and fully by the academics, artists, and activists who read this journal, and that they will find in it ways to appreciate the range and scope of Walker’s achievements and to emulate them through immersion in the plural and diverse activities that make the Black Radical Tradition possible.

Multicultural Education: A Foundation of Curriculum Studies (CS)

2021 ◽  
Author(s):  
Carl A. Grant ◽  
Thandeka K. Chapman
Keyword(s):  
United States ◽  
Social Justice ◽  
Civil Rights ◽  
Multicultural Education ◽  
Civil Rights Movement ◽  
Ethnic Studies ◽  
The United States ◽  
Curriculum Studies ◽  
Multiple Perspectives ◽  
K 12

Multicultural education (MCE) is a foundation of curriculum studies with an extensive history of debate and progress that harkens back to the earliest formations of public education in the United States. MCE can be viewed as both a philosophical and a pedagogical concept. As a philosophical concept, MCE is rooted in the ideals and values of democracy, social justice, equality, equity, and the affirmation and equal recognition of human diversity. MCE critiques the monocultural curriculum and ethos of the current and prevailing Eurocentric system of education and other racist structures in the United States. As a pedagogical philosophy of democracy, MCE advocates inclusion and promotes equal educational opportunity for all. MCE considers diversity to be one of the greatest strengths of the United States and regards free association and communication as valuable to human development. As a pedagogical philosophy of democracy, MCE is not static, and, although the ideology and conceptual lenses—equality, equity, social justice—remain firmly in place, the framing of MCE has been modified to welcome concepts other than race, socioeconomic status, and gender, and to facilitate deliberate discussions of power and privilege. MCE as a pedagogical philosophy of democracy seeks a fair playing field for all students and does not advocate the superiority of one culture or one group of students over the others. Although Black scholars at the turn of the 20th century consistently discussed the need for greater curriculum diversity and the recognition of contributions by people of color, forms of MCE in K-12 and higher education primarily evolved from the Civil Rights Movement of the 1960s. During the Civil Rights Era, advocates challenged the primacy of whiteness in textbooks and argued for accuracy in reporting the history and culture of African Americans, Native Americans, Asian Americans, and Hispanics. In addition, ethnic studies courses became a part of the curriculum at numerous high schools and colleges, and ethnic studies departments and programs were established at several universities. It was during this period of social reform that the K-12 MCE movement began to emerge. Multiculturalists argue for a curriculum that takes the child’s experience into account: a culturally relevant curriculum that is fluent and authentic in the design to meet the needs and interests of students and to prepare them for citizenship and the workforce. A multicultural curriculum should include content, multiple perspectives, visuals, critical questioning, and the practice of democracy. The field of education research and practice has evolved to a focus on social justice as curriculum. Social justice education reframes the curriculum to concentrate on past and present political events and societal perspectives that highlight issues of oppression and marginalization from institutional and structural positions, moving away from a focus on the interrelated nature of individuals and groups embedded in the foundations of MCE. Similarly, the revival of K-12 Ethnic Studies is a notable outgrowth of critical multicultural spaces. Ethnic studies courses attempt to bridge students’ lived experiences and the historic and current experiences of Americans to deconstruct and reconstruct school content, teachers’ pedagogical practices, and the hidden curriculum of whiteness and white privilege. As MCE continues to evolve, the related philosophy, concepts, and outcomes remain a vital component of the American curriculum.

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