How do we bring cultural relevance into the classroom?
Educators have the power to bring culturally relevant curriculum into the classroom in a myriad of ways. While some content areas, such as English or Social Studies may lend themselves to these topics more easily than Science or Math, it is still possible for teachers at every level to engaged their students in dialogue about difference and the cultural competencies of other students. Regardless of the content area, practitioners suggest that it is essential to recognize what implicit and explicit messages are being transmitted by classroom curricula.9
Teacher Insight
Educators must make an effort to be culturally aware
Although the demographics of public schools have been rapidly shifting, curriculum hasn’t caught up with the changes of students being educated. Unfortunately, this means the curriculum is transmitting messages that may be alienating or isolating for some students. Teachers must make a pedagogical and curricular shift to ensure these students feel included and valued, rather than ostracized.10 This requires teachers to go a step beyond valuing multiculturalism, and requires them to truly understand and learn about experiences of the students in the classrooms. In doing so, teacher are also breaking down their prejudices and preconceived notions about who their students are or what they are like because of the gender, race, or ethnicity.
Culturally relevant lessons allow students to make meaningful connections
Rather than have a unit on multiculturalism or an intense focus during Black History Month, culturally responsive curriculum should permeate every unit and lesson. For instance, in Jackie Roehl’s English class, during her poetry unit featured “Still I Rise” by Maya Angelou. Before the class read the poem, Roehl had them create visual representations of oppression they’ve seen in society. This activity allowed her students to reflect internally and primed them to make deep and insightful connections between the literary work they engaged with and the outside world they inhabit.10 Through this exercise, students engaged in dialogue about how systems of oppression operate and how Angelou artistically responds to those systems through art.
Similarly, Mr. Morado’s 11th grade History class was engaging on a unit about the Civil Rights Movement in the United States. While the traditional narrative focuses on African-American’s fight for civil liberties, Morado decided to include a Latino civil rights case, in order to reach his largely Mexican-American classroom.9 The case, Mendez vs Westminster School, involved a Latino family that tried to enroll their children in a local school, but were rejected and told to attend “the Mexican School.” The court ruled this was an unconstitutional form of segregation, and stated that Latinos were considered “white.”9 This lesson brought civil rights issues and racial issues Mexican-Americans, and other Latinos/as, to the forefront of the classroom.
Not every lesson is a resounding success–it’s okay to try and fail!
Both teachers expressed that every attempt at integrating a culturally responsive lesson is not going to be a grand slam. There will be periods of trial and error, and some lessons may resonate with some students more than others. However, the most important thing to do as a teacher is continuing to try and elevate marginalized voices and find creative ways through curriculum and pedagogy to reach students.10 For example, Morado’s lesson increased the dialogue about Latino/a civil rights issues and had students engaging with the material, however it led to some confusion because it inadvertently painted the Mexican-American fight for civil rights with the same brush as the African-American civil rights experience. Although intent with culturally relevant curriculum is to elevate all marginalized groups and educate students about how their experiences are unique and distinct, it is important for teachers to try and achieve that goal, even if it means some missteps along the way. 9