When talking about a Culturally Relevant Pedagogy, one is referring to learning across cultures, and understanding each other based upon possible cultural differences, cultural values, and traditions. The other method being discussed in this blog post is a sense of place, which incorporates place-based education, which is the understanding of students’ environment, setting, etc. 

A quote that was useful to me when reading the article, “Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher’s Activism and Agency” was the quote; “By reading alternative texts and producing counter-texts, students can begin to examine how their cultures and identities are represented or mis-represented” (Lopez 78). I chose this quote because it allows for some thinking within a school curriculum. Cultures are unfortunately misrepresented quite regularly, so it’s necessary for educators to incorporate works of literature that represent cultures accurately, so students can understand each other without basing their view on stereotypes. Works of literature are just one example of incorporating cultures into learning. Students can speak on their own cultures, ways of knowing, and understanding. Students can also become educators themselves, teaching those around them about their own traditions, and possibly incorporating this into learning as well.

In my future classroom, I will provide a space for all students to speak about their cultures. All cultures are one within education, and there is no one that is an outsider because of their traditions. With cultural differences, students (and even educators) can learn about these cultural differences from understanding of each other. I will give students the opportunity to represent their culture however they see fit, whether it’s presentations, writing, or speaking, all students should be able to represent their culture accurately, whether it’s within the learning curriculum, or in general. I will also be sure to incorporate culturally accurate works of literature, for all students to base their knowing on correct information instead of possible stereotypes, biases, or misunderstandings. 

The article, “Placing Elementary Music Education: A Case Study of a Canadian Rural Music Program” brings in a quote from a secondary source that outlines the importance of place-based education. It writes; “While the goal of place-based education is to promote the connection to the things and people within a local context, place-based education acknowledges the importance of diversity within a community and that through the exploration of place one can come to understand diverse practices within a particular context (Grunewald 2008)” (Brook 294). This shows the connection with education and the environment. The environment being one’s community, peers, setting, etc. It also shows students the understanding of diversity within their environment.

As a future teacher, I will contribute to the students’ sense of place by helping them understand their community. Whether it’s assignments based upon talking to individuals in students’ communities, helping out, or writing about their environment and the people around, students should be allowed the space to understand their community. Environment is an important quality to students’ learning and understanding the world around them.

Works Cited

Brook, Julia. “Placing Elementary Music Education: A Case Study of a Canadian Rural Music Program”. Faculty of Education, Queen’s University, Kingston, ON, Canada, 2013.

Lopez, Ann E. “Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher’s Activism and Agency”. Ontario Institute for Studies in Education, University of Toronto, 2011. PDF.