Culturally Relevant Pedagogy Essay

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Culturally relevant pedagogy takes into account the kind of teaching that incorporates the background knowledge of the student and preceding home and community experiences into the curriculum and the teaching and education that goes on in the classroom. As pointed out by Woolfolk (2016), culturally relevant pedagogy is employed to delineate teaching that hinges on three propositions. First, it is imperative for students to experience accomplishment academically. Irrespective of the prevailing social inequalities and intimidating classroom settings, students have to grow and enhance their academic skills. There are different means for developing such skills. However, it is key to note that all the students necessitate numeracy, literacy, social, technological, and political skills so as to actively take part in a democracy (Ladson-Billings, 1995).

The second proposition that culturally relevant pedagogy depends on is that students have to cultivate as well as sustain their cultural capability and proficiency as they grow into academically accomplished individuals. Teachers that are culturally relevant make the most of the student's culture as a means of learning. A good example of this aspect takes into account the manner in which a teacher employed rap music to teach students aspects such as rhyme as well as the way words mean literally and figuratively. The third proposition is that students have to develop a critical consciousness to challenge the status quo (Woolfolk, 2016).

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Basically, this implies that aside from assisting students to become culturally competent and academically successful, exceptional teachers assist students to cultivate a wide ranging sociopolitical awareness that permits them to analyze and criticize the social customs, standards and entities that create and uphold social inequalities (Woolfolk,

There are different actions that Mrs. Evans should take to apply guidelines for culturally relevant pedagogy. One of the actions that she should undertake is to be persuaded and influenced of the innate knowledgeable ability, humanity, and transcendent personality of their students. Basically, Mrs. Evans should have confidence in her students. This is largely because there are numerous instances where students are able to undertake more than what is expected of them and when they have poor scores academically, it is not their fault but rather that of their education. Another action that Mrs. Evans can undertake is scrap off the notion and belief that having a higher test score is an implication of good learning and good teaching. The same case applies to having classroom lessons that are scripted. Mrs. Evans ought to understand that effective instruction is incessant, arduous, incorporated across different disciplines, linked to the cultured lives by the students, and to their academic birthrights. She should also ensure that her classroom instruction ought to be designed to help the students attain critical thinking and problem.....

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References

Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice 34 (3): 159-165.

Woolfolk, A. E. (2016). Educational psychology. Upper Saddle river, NJ: Merrill.

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