Racially Biased Training Articles

 

Here’s a selection of racially biased training articles that support the school’s intersectionality ideology.  Many of the articles were part of a large packet used in specific Culturally Responsive Teaching training sessions.

“But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy”

Gloria Ladson-Billings

FOR THE PAST 6 YEARS I have been engaged in research with excellent teachers of African American students (see, for example, Ladson-Billings, 1990, 1992b1 1992c, 1994). Given the dismal academic performance of many African American students (The College Board, 1985), I am not surprised that various administrators, teachers, and teacher educators have asked me to share and discuss my findings so that they might incorporate them in their work. One usual response to what I share is the comment around which I have based this article, “But, that’s just good teaching!”

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“Information Processing to Build Intellective Capacity: Growing Brain Power Through Elaboration”

0ur ultimate goal as culturally responsive teachers is to help dependent learners learn how to learn. We want them to have the ability to size up any task, map out a strategy for completing it and then execute the plan. That’s what independent learners do. Up until this point, we have talked about the necessary conditions that need to be in place in order to focus on building dependent students’ cognitive horsepower so that they can easily reach the higher levels of Bloom’s taxonomy.

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“White Privilege in Schools”

by Ruth Anne Olson

It is important to distinguish between prejudice and privilege. Where as racial prejudice is negative action directed against an individual, privilege is passive advantage that accrues to an individual or group. But as Peggy McIntosh (1988) points out, most White people are blind to the privileges accorded to White children and parents in schools.

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“White Privilege: Unpacking the Invisible Knapsack”

by Peggy McIntosh

I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have chosen those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographic location, though of course all these other factors are intricately intertwined. As far as I can tell, my African American coworkers friends, and acquaintances with whom I come into daily or frequent contact in this particular time, place and time of work cannot count on most of these conditions.

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“How Culture Shapes Learning”

By J.J Zarrillo

Pearson Allyn Bacon Prentice Hall

A great deal of research has been conducted on the different styles of learning, communication, and participation of minority students. For example, studies have been conducted with African Americans, Native Hawaiians, Mexican Americans, the larger Hispanic community, and Native Americans. These studies indicate that there are differences in the way children of different cultural groups communicatel, earn, and interact. Our goal as teachers should be to create a “cultural congruence” between our classroom and the homes of our students.

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“Race, Ethnicity, and Culture: Cultural Expectations And Student Learning”

Author: Jerome E. Morris

Source: The Gale Group

Students learn – whether in school or out. Of significance for the educational and scholarly communities is the extent to which certain kinds of learning are conducive to mainstream academic achievement within the context of formal educational institutions. The presumption is that a student’s ability to acquire mainstream academic content and then demonstrate mastery of the content (often defined as learning and usually measured by standardized assessments) will lead to greater knowledge and to social and economic benefits in the dominant society.

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“The Culture of School”

Author: B. Kaiser, J.S. Rasminsky

Source: Pearson Allyn Bacon Prentice Hall

“Schools are more than institutions where teachers impart skills and lessons; they are places where teachers transmit cultural knowledge,” says sociologist Prudence L. Carter. “Education is as much about being inculcated with the ways of the ‘culture of power’ as it is about learning to read, count, and think critically” (2005, p. 47). Our schools naturally teach the European American values of individualism and independence, self-direction initiative , and competitiveness (among others), using European American methods of communication and learning.

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“The Impact of Culture on Education”

Author: M.S. Rosenberg, D.L. Westling, J. McLeskey

Source: Pearson Allyn Bacon Prentice Hall

Cultural tendencies impact the way children participate in education. The table below describes different expectations about “normal” school behavior for students from individualist and collectivist cultures. As you review this information, take a moment to think about how teachers who lack knowledge about culture might interpret the behavior of a child from a collectivist culture. These differences may cause educators to inaccurately judge students from some cultures as poorly behaved or disrespectful. In addition, because cultural differences are hard to perceive, students may find themselves reprimanded by teachers but fail to understand what they did that caused concern.

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“The Power of Having Privilege”

Johnson, A.G. (2005). Excerpt from Power, Privilege and Difference, 2nd Edition. McGraw-Hill

Regardless of which group we are talking about, privilege generally allows people to assume a certain level of acceptance, inclusion, and respect in the world, to operate in a relatively wide comfort zone.

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