this section begins with a discussion of dependent and independent learners and argues culturally responsive teaching (crt) is a “powerful tool for helping students find their way out of the [achievement] gap.” hammond examines the deep roots of culture and then links culture to neuroscience, illustrating how misunderstandings can shut down the brain and prevent learning. she ends with a discussion of how we can build a sense of community and connection in our classrooms to support all students of color and english learners. hammond lists trust generators (79) and asks the reader to examine what points of connection they have with students.
how can we be leaders in our classrooms to welcome in students of culturally diverse backgrounds? how can we encourage our students to see a broader picture beyond their cultural bias to expand coverage? what do we have on the walls of our newsroom that reflect back student culture to them? to encourage more participation and engagement from all students in your classroom?
yet, for many, becoming a culturally responsive educator has remained in the “realm of magic and mystery, knowledge that only a select few possess” (hammond, 2015, p. 5). the four areas to build culturally responsive instructional practices are awareness, information processing, learning partnerships, and a community of learners and learning environment. in other words, deep culture is the roots of our tree – it is who we are and how we learn. learning is individual and academic progress is a reflection of what the individual achieves. the compounding impact of this biological process is that culturally and linguistically diverse learners begin to slowly fall behind academically.
the first step is to stop and consider that there may be an alternative explanation for the trigger. hammond emphasizes the value of highlighting communities’ resiliency and vision for social change to empower learners. hammond summarizes that attending to the classroom environment is an important part of culturally responsive teaching in supporting a learner’s journey to independence in learning (hammond, 2015, p. 142-150). as a teacher leader, erin supported the development of school wide curriculums, including a humanities curriculum and social-emotional learning curriculum. she is passionate about the intersectionality of equity and culturally responsive teaching as a way to help educators close opportunity and learning gaps for underserved students.
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