Chapter 2: Does Culture Matter?

Cultural Congruence vs. Cultural Relevance 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

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

Winfield’s Cross-Classification System (cont.) Tutors General Contractors Custodians Referral Agents Assume Responsibility Share/Shift Responsibility Seek Improvement Maintain Status Quo

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

New Level: Cultural Relevance ConductorsCoaches Tutors General Contractors Custodians Referral Agents Assume Responsibility Share/Shift Responsibility Seek Improvement Maintain Status Quo Seek Excellence

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

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