About to start teaching? If you’re entering a classroom in the United States, your students will most likely bring a wide array of experiences and differences with them. Your students will have numerous home languages, they will have a variety of family structures, they will span a range of socio-economic circumstances, and they will identify with diverse racial and ethnic backgrounds. As a teacher in such a dynamic classroom environment, you have the opportunity to shine your light on diversity and model inclusivity. Whether you’re looking to create an equitable classroom or broaden your notions of diversity, these four activities will expand your repertoire.
1. Read Dreamkeepers.
Read Ladson-Billings’ (2009) foundational text on culturally relevant teaching: Dreamkeepers: Successful Teachers of African-American Children. Ladson-Billings writes about educators who are models of culturally relevant teaching practices. She illustrates how the foundation of exemplary teaching for diverse students is working with the unique traits that each student brings to any classroom. Although originally published in 1997, the latest edition of Dreamkeepers was released in 2009, and the tenets she establishes in this text have never been more relevant or more needed than in today’s classrooms. Be sure to annotate as you read, as this resource is a valuable asset in building a culturally relevant classroom. You’ll find yourself referring to it frequently.
2. Watch America to Me.
An unscripted documentary series, America to Me (James, 2018) highlights the racial, class, and economic issues in the American education system and shows viewers real accounts of students facing these struggles. The stories show how the education system favors certain groups over others, and they reveal the realities of being a student in such a system.
Both Dreamkeepers and America to Me illustrate the importance of and need for socially just classrooms in ways that are accessible for teachers who are new to the classroom. Taken together, they offer timely and current ways of seeing how the concepts that Ladson-Billings advanced in 1997 translate to modern classrooms.
3. Practice self-reflection.
Start the process of self-reflection using the chart that Milner (2003) provides in his article titled “Reflection, racial competence, and critical pedagogy: How do we prepare preservice teachers to pose tough questions?” Milner offers a set of questions that prompt consideration about how race and teaching are intertwined. For example, he suggests the following self-reflexive questions:
How will my race influence my work as a teacher with students of color?
and
What is the impact of race on my beliefs?
It may seem difficult initially, but the process of responding to the questions in Milner’s Critically Reflective Chart About Race (see Milner, 2003) allows teachers to think about the intersections of race and educational experience in the classroom.
In response to these questions, Nicole R. (one of the co-authors), reflected on some important aspects of her teaching, given that she identifies as a White woman. First, she noted that her race would have various impacts (both predictable and unforeseen) on her ability to connect with her students of color. Second, she reflected on the fact that certain aspects of her privilege would be hidden in the classroom while other aspects would be evident. Third, she identified the need to develop her own competencies in understanding race and bias by identifying continued readings and research. These kinds of reflections create a foundation for a teaching practice that is open, receptive, and culturally relevant.
4. Dialogue with others.
Get together with a critical friend who is willing to reflect on Milner’s critical questions with you. Sharing your lived experiences with race affords you the opportunity to give other people insight into your thinking as well as to receive more immediate feedback on your ideas and perspectives. For example, as a research team, we engaged in the process of answering these questions and sharing our responses in our critical inquiry group. Nicole L. (one of the co-authors) shared that as a woman of color, she felt that her experiences in life would reflect or connect to the shared experiences of her students of color. By contrast, Nicole R. shared that, as a White woman, she anticipated a certain amount of disconnect between herself and her students of color.
Surfacing these reflections can be uncomfortable at times, but they create room for discussion and understanding that is not present without candid responses. Engaging in these types of conversations is important for all teachers, especially those who are just about to enter the classroom. Over time, and through repeated exposure, the uncomfortable conversations around race and privilege become a little more comfortable, allowing all of us to grow and develop as culturally relevant teachers.
By Elizabeth Chase, Nicole Lawrence, Nicole Rodriguez, and Tatyana Williamson
Elizabeth (Liz) Chase is an Associate Professor in the School of Education at St. John’s University. Her research and teaching interests include teaching for social justice, gender and youth studies in education, and content knowledge within teacher education.
Nicole Lawrence received her undergraduate degree from St. John’s University and her master’s degree from New York University’s Steinhardt Teacher Residency program. She currently teaches high school English in New York City. Her research interests include trauma-informed pedagogy and urban education.
Nicole Rodriguez received her undergraduate degree from St. John’s University and is studying for her master’s degree in special education, also at St. John’s University. She currently teaches third grade in New York City. Her research interests include social justice in education and real-world contexts for teaching literacy.
Tatyana Williamson received her undergraduate degree from St. John’s University and her master’s degree from Canisius College. She is a ninth-grade special education teacher in Philadelphia. Her research interests include preservice teacher education and teaching for social justice.
References
James, S. (Director). (2018). America to Me. Kartemquin Films & Participant Media. https://www.starz.com/us/en/series/america-to-me/38818
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.
Milner, H. R. (2003). Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions? Race, Ethnicity and Education, 6(2), 193–208.