Culturally Relevant Pedagogy
Ladson-Billings discusses culturally responsive teaching concepts such as academic success, cultural competence, and critical consciousness. In terms of academic success, the writers posit that students’ chances of success depend on whether the institutions integrate the cultural norms and values of the students into the curriculum. For example, students of Hawaiian ancestry tend to have higher chances of success when their education inculcates aspects of their culture (Ladson-Billings, 1995). Students, therefore, tend to achieve success when aspects of their culture match with their education. Nevertheless, even without this match, students generally tend to have high chances of success in various education aspects. Regarding cultural competence, Ladson-Billings writes that students of minority races and identities need to be included in the pedagogical process as they have more experience accumulated through their lives in educating students (Ladson-Billings, 1995). Lastly, critical consciousness is advanced by teachers who meet the threshold of promoting cultural competence and academic success.
Implementing these three features in the classroom cannot happen without the diversification of voices and cultures in the classroom. Educators from minority identities need to be included in the pedagogy. As research has shown, those who have life experience have a higher capability of cultural competence, and they can teach this to the students. Additionally, literature and other pedagogy works from writers and artists of minority races and genders need to be included in the curriculum. This will expose the students to a more comprehensive, culturally responsive education. Lastly, students from minority ethnic, gender, and sexual groups should be integrated into the teaching progress. People from these minority are often ostracized, but if included, they can provide crucial insight into the realities of their culture to resonate with students and promote critical thinking. Ladson-Billings, in summary, calls for inclusivity in the pedagogical process. This will produce culturally verse students who improve society.
Response
Hello,
I agree with you on your postulations regarding the three fundamentals of relevant pedagogy: academic success, cultural competence, and critical consciousness. Indeed, academic success can be achieved by people from different cultures. However, studies have shown that curricula that are integrated with the student’s culture offer the student a higher chance of success. Additionally, cultural competence is most visible in those who have experienced the struggles arising from their cultural identity. Therefore, there is a need to bring in racial minorities that poorly represented in education pedagogy to ensure cultural competence. Lastly, critical consciousness is best advanced through those that can deliver on the two aforementioned values, most of whom belong to racial minorities. Overall the article calls for the inclusivity of all identities in pedagogy to deliver effective, culturally responsive teaching.
References
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.