Blog Post #7

Culturally relevant pedagogy is a model that focuses on student achievement through cultural identity. In the reading by Ann Lopez, Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency (2011), culturally relevant pedagogy builds on the understanding of “how people are expected to go about learning may differ across cultures, and in order to maximize learning opportunities, teachers must gain knowledge of the cultures represented in their classrooms, then translate this knowledge into instructional practice” (p. 77). In the classroom, culturally relevant pedagogy looks like empowering students intellectually, emotionally, socially and politically. According to Ladson-Billings “the primary goal of culturally relevant pedagogy is to empower students to examine critically the society in which they live and to work for social change. In order to do this, students must possess a variety of literacies.”

Through listening, to students experiences and stories, and hearing, students can begin to understand their peers on a deeper level. This can be done by performing poetry and is an important way of building community (Lopez, 2011). Educators need to include learners in their own learning. We must know where our students come from and get to know their communities. Clear communication is key. Educators must make information relevant and challenge the students to think critically about issues of concern (Lopez, 2011).

Culturally relevant pedagogy in my future classroom will feel like a safe environment where all students can achieve success. Increased engagement and academic achievement raises students’ critical consciousness (Lopez, 2011). I want students to be able to discuss and have open conversations about “othering” without making them feel as if they are “othered” within my classroom.

Lopez, A. (2011). Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency. English Teaching: Practice and Critique, 10(4), 75-93.