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Chapter 2: Does Culture Matter?

Chapter 2: Does Culture Matter?. Cultural Congruence Ways the teacher alters speech patterns/communication styles to more closely resemble the students’ culture Ex: using “talk story” for students who are native Hawaiian. Ex: allowing African American students to use “nonstandard” English.

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Chapter 2: Does Culture Matter?

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  1. Chapter 2: Does Culture Matter?

  2. Cultural Congruence Ways the teacher alters speech patterns/communication styles to more closely resemble the students’ culture Ex: using “talk story” for students who are native Hawaiian. Ex: allowing African American students to use “nonstandard” English Cultural Relevance Assist in development of a “relevant black personality” that allow African American students to have a way of combining academic excellence with the African American culture Ex: having African American community members with high-status jobs come into classroom Ex: adding more of the African American experience to the curriculum Cultural Congruence vs. Cultural Relevance

  3. Winfield’s Cross-Classification System • Tutors: believe students can improve and believe it is their responsibility to help them • General Contractors: believe students can improve but look for others to provide academic assistance (aids, etc.) • Custodians: do not believe that students can improve and they don’t look for others to help students maintain low levels • Referral Agents: do not believe that students can improve but they shift the responsibility of maintaining the status quo to others

  4. Winfield’s Cross-Classification System (cont.) Assume Responsibility Share/Shift Responsibility Seek Improvement Maintain Status Quo

  5. Culturally Relevant Teaching • Culturally relevant teaching adds a new level to Winfield’s system: the teachers who seek excellence • Conductors: believe students are capable of excellence and believe it is their responsibility to get them there • Coaches: believe students are capable of excellence but are comfortable sharing the responsibility to get them there

  6. New Level: Cultural Relevance Assume Responsibility Share/Shift Responsibility Seek Excellence Seek Improvement Maintain Status Quo

  7. Defining a Culturally Relevant Teacher • Self/Worldview • See teaching as an art • Believe all students can succeed • Consider themselves as part of community and that teaching is giving back to the community • Help students make connections among all of their identities • Social Interactions • Relationships with students are fluid, equitable, and extend beyond the classroom • Encourage students to have these relationships also • Encourage students to learn collaboratively as a community of learners

  8. Defining a Culturally Relevant Teacher (cont.) • Knowledge • Believe knowledge is “…continuously re-created, recycled, and shared by teachers and students alike” • Have a critical view of their curriculum • Don’t assume students have prior knowledge but help them make connections and build their skills

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