week 9: students, ethnicity, culture and race Flashcards
(18 cards)
What is the focus of this week?
- Culturally response pedagogy
- Law, Policy, and Inclusion in Schools
- Children’s Human Rights and Diversity in School
School boards are to operate in conjuction with the _________ and the _______.
School boards are to operate in conjunction with the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms (Ontario Ministry of Education, 2014).
What is the Accepting Schools Act?
“The Accepting Schools Act … sets out requirements for all school boards to provide safe, inclusive, and accepting learning environments in which every student can succeed” (Ontario Ministry of Education, 2014, 9).
What does the Ministry of Education say about inclusive education systems?
“An equitable, inclusive education system is fundamental … to delivering a high-quality education for all learners. ‘Equity and excellence go hand in hand [where] … barriers can be removed when all education partners create the conditions needed for success” (Policy/ Program memorandum 119, 2013).
Did your school foster inclusivity for all ethnicities, cultures, and races? What have you seen in schools?
just answer on your own
What is culturally response pedagogy?
“Culturally Responsive Pedagogy [is] … teaching that recognizes all students learn differently and that these differences may be connected to background, language, family structure and social or cultural identity. … [Teachers go beyond] acknowledg[ing] the ‘cultural uniqueness’ of each student; they intentionally nurture it in order to create and facilitate effective conditions for learning” (Ministry of Education, 2013, 2).
What is culture all about? According to the Ministry of Education.
“Culture is about ways of knowing … It encompasses broad notions of similarity and difference and it is reflected in our students’ multiple social identities and their ways of knowing and of being in the world” (Ministry of Education, 2013, 1).
What is inclusion as defined by the Ministry of Education?
“Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone” (Ministry of Education, 2013, 2).
What is the mindset of trully culturally response educators?
“Culturally responsive teachers share a particular set of dispositions and skills - a mindset that enables them to work creatively and effectively to support all students in diverse settings” (Ministry of Education, 2013, 2).
6 Steps to a Culturally Response Pedagogy:
- Socio-Cultural Consciousness - An awareness of how socio-cultural structures impact individual experiences.
- High Expectations - Hold positive and affirming views of all students of all backgrounds.
- Desire to Make a Difference - See themselves as change agents working towards more equity.
- Constructivist Approach - Understand that learners construct their own knowledge.
- Deep Knowledge of their Students - Know about the lives of students and their families; know how students learn best and where they are in their learning.
- Culturally Responsive Teaching Practices - Design and build instruction on students’ prior knowledge in order to stretch students in their thinking.
What is the UDHR?
The Universal Declaration of Human Rights
What is Article 26 of The Universal Declaration of Human Rights (UDHR)?
“Education shall be directed … to the strengthening of respect for human rights and fundamental freedoms” (UDHR, Article 26).
“With the proclamation of the UDHR, education and human rights became inextricably linked” (Osler & Solhaug, 2018, 282).
What does Osler and Solhaug say about childreb being education together?
“Children cannot be educated in a ‘spirit of understanding, peace, tolerance … among all peoples … unless they are educated together and have curricula access to a range of cultures and experiences beyond those readily available in their family and communities” (Osler & Solhaug, 2018, 283).
How does a human rights framework operate?
“A human rights framework does not privilege one element of diversity, but incorporates the concept of intersectionality, recognizing multiple axes of differentiation” (Osler & Solhaug, 2018, 283).
Provision, Proection, and Participation from Osler and Solhaug?
Provision
“Education as a right … which is available, accessible, acceptable and adaptable to all” (Osler & Solhaug, 2018, 284-285).
“HRE was understood as part of social skills training, and used to address … racism and discrimination” (Osler & Solhaug, 2018, 285).
Protection
Protection “A … moral commitment to enabling student voice is not enough unless there are structures, processes and well-trained adults ready to support students in articulating their voice” (Osler & Solhaug, 2018, 286).
“Students had a keen sense of justice and empathy for those who encountered … discrimination … but also recognized the need for concrete interventions to ensure the interests of the most vulnerable were protected” (Osler & Solhaug, 2018, 285).
Participation
Participation “Participation rights enable students to claim other rights and speak out when these rights are infringed” (Osler & Solhaug, 2018, 287).
“Children need to know they have the right to speak freely (CRC Article 19) and emphasizes the overarching principle of non-discrimination (Article 2) so that voice is extended to all” (Osler & Solhaug, 2018, 287).
Definitely AN EXAM QUESTION: Define a culturally response pedagogy AND tell me how it is practed or could be used as an exam question.
A culturally responsive pedagogy approaches teaching with the idea that every student is an individual and learns differently because of their social, cultural, and language experiences. Culturally responsive pedagogy ALSO not only acknowledge this uniqueness in every student, but finds way to use it and implement into everyday teaching to promote best learning outcomes for every student.
What is important to do as an educator within this topic?
To be a culturally responsive educaator in your classroom. Have the mindset described on a different cuecard. If you can’t travel, get to know necomeres, refugees, and immigrants. To decolonize the system, it will only ever be possible with responses and teaching that is culturally aware of both the history of colonization, and the continued barriers for immigrants and refugees in education.
If you have a student who is struggling to due new chalelnges and circumstances to due being in a new culture, should you lower your ecpectations?
No, you should not. This doesn’t mean being overlly difficult on the child, rather, encouragign them to keep working hard, be open to new challenges, and to give them the credit that they deserve in being capable agents of their own lives.
