Cultural Relevant Pedagogy & Sense of Place

Through the article “A case study of a secondary English teacher’s activism and agency” we see an example of an English teacher in Ontario, Meriah, who introduced methods of culturally relevant pedagogy through multiple forms of writing in her classroom. On one occasion she had her students partake in performance poetry. These poems were written by youths describing city life which some of the students argued to be “too graphic”, while other students understood how “it was important to read how other youths felt.” Not only did Meriah’s class interpret/perform poetry but they began writing it themselves. By using poetry in these two methods, it allows for students to learn and understand their lives and others. The idea of identity and the role of power relations were also illustrated through some of these methods. These topics that were discussed through this portion of the class seemed to make some of the students uncomfortable. We have learned though our own ECS classes, that this “uncomfortableness” is what we need to experience in order to break the normal narratives and or common sense understandings that many people hold deep to them – “we need to have the uncomfortable conversations,” as we have been told on multiple occasions. However, this article suggests that we also need to allow for time for the students to reflect and understand these topics that create the uncomfortable sensation. Allowing for time for them to reflect makes them feel more safe to open up and discuss the topic at hand. 

Cultural relevant pedagogy can look like a variety of things in my future classroom. This article explains how there is actually no set way to go about implementing cultural relevant pedagogy in the classroom. There can be many approaches to allow for critical, deep learning, thinking, challenging and acknowledging, which sometimes can take some time to figure out what works best based on your students. It may take me some trial and error experiments to figure out methods that engage the deeper thinking vs methods that do not seem to reach the deeper level, as my goal is to learn about my students and their needs. Meriah’s method encourages us to find unique ways to adjust the curriculum, yet still meeting the outlined outcomes, which I plan to do as well. This method will look like students discussing and understanding diversity, their own and others identity, perspectives, and factors which impact it. In the classroom it will sound like meaningful conversations and analyzing taking place. It will feel like a safe place where students can express their opinions and emotions, despite some uncomfortableness at times, which they will be able to hopefully overcome after giving time to reflect and discuss. 

Through “Placing elementary music education: a case study of a Canadian rural music program,” we learned the importance that music education programmes have, specifically looking at the rural community of Winkler, Manitoba. We see how music education allowed for the students to participate and engage in forms of art which gave the opportunity for them to understand “who they are and to connect to the people and places that surround them,” making them become “fully human.” The students were able to create a “sense of belonging within the community” through many ways of community help, support, teaching, and just performing in it. Another goal for this approach was to allow for the students to recognize diversity. By focusing on how all their different views were accepted and welcomed we see it incorporates the students’ understanding of the important role of “place” that it plays. Many of the things the students have accomplished would have not been possible without the help of the community and its members. 

This example reminds us educators how beneficial and important place-based education is within the classroom, as well as the significance of diversity and how it can and should be incorporated within the classroom too. Students are capable of becoming “caring, global citizens,” when they understand and apply the role place plays and diversity that comes along with it. As a future educator I plan to contribute to the sense of place for my students in as many ways as I can. Understanding the importance of diversity I plan to acknowledge different views and perspectives within the community around us, as well as broader areas. To get a better sense of the place around the students, it would be ideal to incorporate local community members from different backgrounds and professions to be able to make deeper connections and meaning to the community. Looking into the history of the community, important historical events in or around the area can also help the students get a better understanding of its place. Through all of these tactics, as we saw in the community of Winkler, working together is a huge aspect of place. Working together with fellow students, the community and its members in a variety of ways help create a sense of belonging which ties in the idea and importance that place plays.