1. Welcome to Culturally Responsive Teaching
Somerville Public Schools Professional Development and a Component of the
ESL Add-License Initiative in partnership with Lesley University

2. Overview of Course Topic Readings, Activities, and Assignments 4/5
INTRODUCTION and Community
Cultural and Ethnic Diversity in Context: Structural and Organizational Issues in Schools
Culture: Learning and Identity
Nieto and Bode Chapters 1 – 6
Banks and Hidalgo (provided)
Journal Entries One and Two
I am Poem and Levels Analysis
Select Ethnic Study Group
4/12
Connecting History to ourselves and others
Student Achievement and Linguistic Diversity in the Classroom
Nieto and Bode Chapters 1 – 8
Spring and Internet Resources (provided)
Group Research Project
Journal Entry Three
Select Case Study student and Community
4/26
Or?
Learning from Students
Constructing Culturally Responsive Curriculum
Nieto and Bode Chapters 9 and 10
Journal Entry Four
5/3
Affirming Diversity: The Community and the Classroom
Nieto and Bode Chapter 11
Project Presentations

3. Course Assignments and Expectations
Required for ESL Add-License participants
Case Study Methodology
Group and Cooperative Work
Journal Entries
Planning and Sharing. . .
Reflection and self assessment: Multicultural Education is Transformative Education

4. Location of class on 4/26
. . . An opportunity to hear student immigration voices at Somerville High School Matters Series
Or move final day of course to May 12
We will decide one way or another by the close of class tonight. .

5. Session One Agenda Course Topics and Outline
Expectations and Assignments
The Sociopolitical Context of Multicultural Education (Nieto & Bode, chapter one) Making Choices about Terminology (Nieto & Bode, chapter two)
Dimensions and Definitions of Multicultural Education (Banks; Nieto & Bode, chapter three)
Activities: Journal Entries / A girl like me video / I am Poems / Hidalgo Levels and poster walk
Next Steps

6. the Sociopolitical Context of Multicultural Education
Nieto and Bode Chapter One
the Sociopolitical Context of Multicultural Education

7. Sociopolitical Context
Sociopolitical context of society includes laws, regulations, policies, practices, traditions, and ideologies.
Sociopolitical context cannot be separated from the multicultural and culturally responsive education
Multicultural and culturally responsive education must be understood within its larger, personal, social, historical and political context.

8. Equity does not necessarily mean equal
Equality refers to results or student outcomes
Equity refers to process and goes beyond equal portions (i.e. materials, time allocation). Equitable distribution of resources is based on students’ variable needs.

9. Social Justice in Education
a philosophy, an approach, and actions that embody treating all people with fairness, respect, dignity, and generosity.

10. Components of Social Justice in Education
Draws on the talents and strengths that students bring to their education.
Creates a learning environment that promotes critical thinking and supports agency for social change.
Challenges, confronts, and disrupts misconceptions, untruths, and stereotypes
Provides all students with the resources necessary to learn to their full potential

11. Considerations
Goals of multicultural and culturally responsive education: all children receive the resources to achieve to their fullest potential
Knowledge of the socio-historical and current demographics and structures of our schools and communities
Understanding of social, economic, political, and ideological underpinnings of the society

12. Nieto and Bode Chapter Two
About terminology

13. What do children know and feel about race
Watch A Girl Like Me

14. Journal Entry #1: What knowledge do I bring to the course?
Based on your reading of the first chapters You will read the first three chapters in Nieto and Bode and discussions thus far, please respond to one or more of the following questions:
1. Why is the socio-political approach important in preparing for the culturally responsive classroom?
2. What are the challenges that recent demographic trends bring to teachers?
3. What knowledge about children and their differences do you bring to this course?
4. What do you want to learn about teaching culturally and linguistically diverse children?

15. Questions to ask when using language to describe people:
What do the people themselves want to be called? (this can vary within a racial/ethnic group and personal preference can change over time)
What is the most accurate term?

16. Latinos, Hispanics, and Others
Latinos/Hispanics- can be used interchangeable unless a more accurate term is known.

17. Latinos, Hispanics, and Others (Continued)
Special consideration for reference to people from Puerto Rico:
Nuyorican – an amalgam of a New Yorker
Diasporican – acknowledges two realities
Most Puerto Ricans are now dispersed throughout the Northeast, and further
The immigration of Puerto Ricans represents a true diaspora
Copyright © Allyn & Bacon 2008

18. Whites, European Americans
Although most Whites deny their ethnicity and culture, the term European American reminds them that it exists
The term European American is too broad:
Many are a mixture of several European groups (German, Irish, Italian, etc.), but do not speak the language or follow the traditions.
HOWEVER: the habits, values, and behaviors of White Americans are grounded in European mores and values.

19. People of Color
Better alternative to the negative connotations of “minority”
Minority is not used because, historically, the term has been used to refer to racial minorities, implying a status less than that accorded to other groups.

20. People of Color (Continued)*
A term used to encompass those labeled as “minorities”
American Indians
African Americans
Latinos
Asian Americans
*NOTE: Nieto’s work pre-dates the recognition of Arab Americans in U.S.

21. People of Color (Continued)
Problems with this term:
Implication of a common historical experience among all those included.
When referring to Latinos of European background, the implication exists that they have experienced the same level of virulent racism as other groups.

22. Problems with Lumping Groups Together
There are many differences among similar groups:
EXAMPLE: Many Jews are European American (Polish, German, English, etc.) and many are not.
In the context of the Holocaust: the historical experience of the Jews is quite different from many European Americans.
Most people refer to their specific place of origin first, and then to the more generalized term. EXAMPLE: Bolivian, then Latino

23. The Conundrum of Race How should we use terminology to define people?
Language can only inadequately describe human beings
We can only hope to describe people the way they choose to be identified
Groups and group identifications are constantly changing as is the language to define them
A racial group is socially and not biologically determined.
A racial group is socially and not biologically determined.

24. Case Studies and Snapshots in Nieto and Bode
Case study methodology helps us understand and negotiate understanding and language around race, ethnicity and culture
Case study helps us understand individuals in a group and by deep exploration and analysis, case study can help us better understand the group
Case studies are
- Inductive: generalizations and hypotheses emerge from examination of data
- Ethnographic: contextual information about the students’ cultural and social environment
3 Essential characteristics:
Particularistic
Descriptive
Heuristic
Case studies help us move beyond generalizations and stereotypes

25. Heuristic – defined…
Suggestion: as you read the case studies and snapshots in Nieto and Bode, note to yourself what aspects of the young people’s stories relate to their culture and shared identity? What aspects describe their personal qualities and individuality?

26. Dimensions and definitions of Multicultural Education
Nieto and Bode Chapter Three and Banks (1993; 1998)
Dimensions and definitions of Multicultural Education

27. Multicultural Education
Dimensions of (Banks, 1998)
A Definition (Nieto and Bode, 2008)
Antiracist education
Basic education
Important for all students
Pervasive
Education for social justice
A process
Critical pedagogy
 Content Integration
Knowledge Construction and Transformation
Equity Pedagogy
Prejudice Reduction
Empowering school culture and social structure; personal, social and civic action

28. Nieto and Bode define culture:
Culture consists of the values, traditions, worldview, and social and political relationships created, shared, and transformed by a group of people bound together by a common history, geographic location, language, social class, religion, or other shared identity.

29. Multicultural Teacher Introspection
I am / I am from poem
Levels of Culture Post Its
Silent Poster Walk
Journal Entry #2 (on your own)

30. Form groups for next week
For this assignment, you will work with a group to study one Ethnic group that is represented in the diversity and history of the United States and your classroom or school. You will use internet research* to explore this ethnic group on the following dimensions:
Origins and Immigration
Shared Culture, Values, and Symbols
Ethnic Identity and Sense of Peoplehood
Perspectives, Worldviews, and Frames of Reference
Ethnic Institutions and Self-Determination
Demographic, Social, Political and Economic Status,
Prejudice, Discrimination, and Racism
Intra-Ethnic Diversity
Assimilation and Acculturation
(Banks, 2009 p. 61)

31. Group One: African Americans
Group Two: Arab Americans
Group Three: Asian Americans (choose one specific cultural/national heritage group i.e. Chinese Americans, Japanese Americans, Vietnamese, Hmong, etc.)
Group Four: European Americans (choose one specific cultural/national heritage group i.e. Irish Americans, Italian Americans, Polish Americans, Jewish Americans, etc.)
Group Five: Latino Americans (choose one specific cultural/national heritage group i.e. Mexican Americans, Puerto Rican Americans, Central Americans, etc.)
Group Six: Native Americans
I have prepared packets of information for each group. You will have time in class next week to work together on the guiding questions, but please feel free to explore the resources on your own or as a group.

32. Ethnicity Study Guiding Questions

33. Location of class on 4/26 and Next Steps
Should we meet at SHS or move final day of course to May 12?
Next Steps:
- Read Nieto and Bode
As time allows, preview the resources for your Ethnic Study
Hidalgo and McIntosh articles will be posted on