1. Developing a Culturally Responsive Pedagogy Nikole Richardson, PhD November 5, 2014

2. Cultural Competence Sociopolitical Consciousness Knowledge Co- Constructed; Fluid Ethic of Deep Care A Theory of Culturally Responsive Pedagogy (Banks, 1995; Gay, 2000; Ladson-Billings, 1994; Villegas and Lucas, 2003)

3. Dispositions of a Culturally Responsive Teacher: Cultural Competence We are all cultural beings Culture shapes experiences and experience is how we learn Value in what students bring More than a bridge – imagined third space (Gutierrez, 2008)

4. Dispositions of a Culturally Responsive Teacher: Constructivist View of Knowledge Knowledge is fluid, shared and viewed critically.

5. Dispositions of a Culturally Responsive Teacher: Sociopolitical Consciousness race, class, gender and language matter hierarchical social systems are not neutral. need to interrupt these systems and patterns

6. Disposition of a Culturally Responsive Teacher: Ethic of Deep Care See the student as fully human. Identify needs as they pertain to the classroom Act on behalf of the students needs Concern without action is “benign neglect”

7. Resources for Teacher Learning Personalization structures that allow teachers to listen to students Opportunities for collaborative work where assumptions can be questioned and practices developed Curriculum that invites the community into the classroom as true sources of knowledge not helpers

8. Education and Culture Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqués and makes deposits, which the students patiently receive, memorize and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation and knowledge in this (at best) misguided system. For apart from inquiry, apart from praxis,, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. - Paulo Friere, Pedagogy of the Oppressed (1968)