According to the first article we read by Lopez, “Research shows that diverse students, particularly students of colour, are not achieving the success in schools that they should”. Through critical literacy and culturally relevant pedagogy, teachers can begin to bridge this gap and spark conversation that not only fosters a more inclusive classroom environment, but students who are committed to creating a more socially just world.
Incorporating critical race theory and anti-oppressive education into our classrooms is something that requires hard work. Good teachers are students too; always listening and always learning. Teachers need to reflect and critically assess what they are doing and why they are doing it, who they are benefiting and who they are marginalizing. Like the article said, “We cannot continue to argue for more equitable teaching practices without looking at each curriculum area and examining how changes might be made”.
Although culturally relevant pedagogy should be the framework for teachers’ teaching philosophies, the starting point may see itself in English and the arts. The article particularly talks about these subject areas because they allow children to explore and express themselves and are a wonderful way to promote cultural pride and acceptance. We need to provide our students with resources that allow them to explore. We need to spark difficult conversation and create safe spaces in which students feel validated to share. We need to ensure we are not tokenizing inclusion, but rather integrating it into our everyday practices and ways of being. The article mentioned that “This research is an example of how it can be operationalized in multicultural settings through challenging curricula, disrupting existing curricula, foregrounding student success, centring student voices and experiences, creating nurturing and cooperative learning environments, and raising students’ critical consciousness through critical literacy”.
I had a teacher in high school that I will never forget; one that inspired me to be an educator. Not only did she model pedagogy that led all of her students to success, but she changed the way her students looked at the world. She created a space where we felt comfortable to talk about social issues. I was fortunate enough to be taught by Melissa Marley for English 10 and for Law 30. The resources she chose not only helped us meet the outcomes, but it challenged our thinking in a deeper way. She empowered all of her students and she chose to share stories and materials that were representative of everyone. She made meaning of our learning and found ways to connect the curriculum to our lives, and even though we were just 16, she was relatable. I found myself looking forward to class, and I know that many of my classmates did too. She challenged us to be critical thinkers and to form our own ideas and opinions about controversial topics. She allowed us to express ourselves in inquiry based projects, and students felt more inclined to learn because they felt accepted. We focused on criminal justice, critical race theory, and so much more. I remember speaking to guest speakers from the community that brought valuable knowledge, from police officers, to lawyers, to Indigenous elders. I hope I can create a classroom environment that helps my students grow the way Melissa does hers.
Through inviting local community members into my classroom, I can begin to create a sense of place for my students. As the second article said, another way to foster this is through music and the arts. Place-based education through music is something that requires research and hard work. Teachers must be willing to step outside of their comfort zones. Not only are cultural dances and music lessons wonderful ways to help students learn about where they live, but music is a way for students to express themselves, participate, and feel valued.