What Teachers Should Know About Teaching Culturally Relevant Books in Grades 11–12

Massó, Marisol

doi:10.1080/15210960.2022.2164003

Cited by 1 publication

(1 citation statement)

References 18 publications

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“…As Akua [40] notes, just like teachers in diverse classrooms, students whose cultural assets have not traditionally been acknowledged in learning spaces may need help recognizing their own assets and the connections between those assets and the content and ideas they are exploring in the curriculum. Further, Massó [41] calls upon practices like Lee's as a strategy educators can use to address the misconception that all student readers will experience and interpret any given text in the same way. Rather, because they bring their cultural understandings to bear in comprehension, different readers do not experience or interpret texts the same ways.…”

Section: Scholarship Featuring Aal As Spoken Discoursementioning

confidence: 99%

“Y’all Don’t Hear Me Though”: Insight on Culturally Responsive Teaching from Scholarship on African American Language

Halliday

2024

Education Sciences

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While culturally responsive teaching is widely acknowledged as essential to student success, a lack of consistency in what it is called, what it looks like, and how to enact it can present a challenge for educators. Further, the trend toward political polarization has spread fear and misunderstanding of critical race theory and is now taking aim at diversity, equity, and inclusion (DEI) efforts in education and society, including culturally responsive teaching. Thus, it behooves scholars and educators to assert unequivocally that culturally responsive teaching is not an approach that silences or condemns any group of students’ cultural knowledge, beliefs, or perspectives, be they mainstream or underrepresented. Rather, one essential component across multiple nuanced definitions of culturally responsive teaching is a focus on identifying and leveraging all students’ cultural strengths in service of learning. One well-established cultural asset of many African American students, who consistently experience inequitable outcomes in U.S. schools, is their language. As African American Language (AAL) has been identified as the most widely studied language variety in the world, the body of scholarship identifying and exploring its strengths is rich and robust. Using the framework of Foster et al.’s Heuristic for Thinking about Culturally Responsive Teaching (HiTCRiT), this review explores scholarship on the use of AAL in three spheres—everyday discourse, literature and expository texts, and popular media—to illustrate both the challenges and potential of enacting asset-focused pedagogies by leveraging a broad and diverse variety of texts.

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Section: Scholarship Featuring Aal As Spoken Discoursementioning

confidence: 99%

“Y’all Don’t Hear Me Though”: Insight on Culturally Responsive Teaching from Scholarship on African American Language

Halliday

2024

Education Sciences

View full text Add to dashboard Cite

show abstract

What Teachers Should Know About Teaching Culturally Relevant Books in Grades 11–12

Cited by 1 publication

References 18 publications

“Y’all Don’t Hear Me Though”: Insight on Culturally Responsive Teaching from Scholarship on African American Language

“Y’all Don’t Hear Me Though”: Insight on Culturally Responsive Teaching from Scholarship on African American Language

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