Picking up the Pieces of Shattered Dreams

Picking Up the Pieces of Shattered Dreams: Culturally Responsive PedagogyA 21st Century Imperative : 

Picking Up the Pieces of Shattered Dreams: Culturally Responsive PedagogyA 21st Century Imperative Gwendolyn Webb-Johnson Texas A&M University December 12, 2007

PURPOSE AND RESOLVE : 

PURPOSE AND RESOLVE Worthy intent Building learning communities that serve “all” Eradicating the achievement gap Deconstructing the negative impact of detrimental dominance Firm decision

100 Year Imperative : 

100 Year Imperative We want our children educated. …. Education is the development of power and ideal. We want our children trained as intelligent human beings should be and we will fight for all time against any proposal to educate black boys and girls simply as servants and underlings, or simply for the use of other people. They have a right to know, to think, to aspire (DuBois, 1968, 236-253).

THE BROWN DECISIONS : 

THE BROWN DECISIONS 1849 - FIRST CHALLENGE TO SEGREGATED SCHOOLS 1951-1954 SOUTH CAROLINA, VIRGINIA, DISTRICT OF COLUMBIA, DELAWARE, KANSAS MAY 17, 1954 53 YEARS LATER OVERRULED PLESSY VS FERGUSON THURGOOD MARSHALL DEPRIVATION OF EQUAL EDUCATION SEGREGATION REINFORCES CONCEPT OF INFERIORITY ALL DELIBERATE SPEED GIFTED AND TALENTED PROGRAMS SPECIAL EDUCATION PROGRAMS

When the Court is No Longer a Friend : 

When the Court is No Longer a Friend June 2007 Supreme Court Decision Washington and Kentucky Implications School Efficacy

Themes : 

Themes 1. New leadership has established a renewed school culture predicated on academic enrichment 2. Classroom management and discipline persist as great challenges for teachers 3. The lack of consistent academic engagement of African American learners is of great concern to all stakeholders 4. The large population of students receiving special education services are recipients of persistent low expectations. 5. While most teachers are working hard, their understanding and use of cultural contexts are not always evident. 6. There are mixed emotions about the potential success of “all” students on the upcoming state assessment

STATE OF AFRICAN AMERICAN LEARNERS : 

STATE OF AFRICAN AMERICAN LEARNERS DISPROPORTIONATE REALITIES 16% OF SCHOOL AGE POPULATION 46% OF FARL 35% OF DISCIPLINE AND EXPULSION 28.32% OF ED POPULATION 34.08% OF MCD POPULATION 8% OF GIFTED POPULATION LOWEST GRADES POOREST ASSESSMENT OUTCOMES 62.7% OF DRUG OFFENDERS IN STATE PRISONS (13:1) 43.7% OF INCARCERATED (36.8% IN TEXAS) MOST DISRESPECTED EDUCATIONALLY

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THEY ARE WORTHY

Slide 9: 

HE IS WORTHY

BECAUSE I AM A TEACHER : 

BECAUSE I AM A TEACHER BECAUSE I AM A TEACHER I PREPARE FOR EACH BRAND NEW DAY BECAUSE I AM A TEACHER I SPECIALIZE IN TEACHING EVEN THE CHILD AT BAY WITH THAT IN MIND BECAUSE I AM A TEACHER I KNOW APPROPRIATE TIMES TO PRAY BECAUSE I AM A TEACHER I TEACH TO THE SOUL OF EVERY CHILD I TEACH THE ONE WHO SPEAKS TWO WAYS I TEACH THE ONE WHO COUNTS ON FINGERS I TEACH THE ONE WHO LOVES TO RUIN MY DAYS

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WITH THAT IN MIND BECAUSE I AM A TEACHER I KNOW APPROPRIATE TIMES TO PRAY I TEACH THE ONE WHO MAY BE HOMELESS I TEACH THE ONE WHO WORKS MY LAST NERVE I TEACH THE ONE WHO NEEDS MORE REST I TEACH THE ONE WHO PERSISTS IN BELIEVING HE’LL NEVER BE HIS BEST WITH THAT IN MIND BECAUSE I AM A TEACHER MY PREPARATION MUST CHALLENGE EVERY TEST

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I TEACH THE ONE WHO SCREAMS OUT MY NAME EVEN FROM ACROSS THE HALL I TEACH THE ONE WHO JUST LIKE MAJESTY STANDS LIKE A FLUID WALL I TEACH THE ONE WITH COGNITIVE NEEDS I TEACH THE ONE WHO MAY FALL I TEACH THE ONE WHOSE LIFE SEEMS SO DIFFERENT I TEACH THE ONE FOR WHOM MY HEART BLEEDS WITH THAT IN MIND BECAUSE I AM A TEACHER I MUST BE SURE OF MY VERY OWN DEEDS I CANNOT FEEL SORRY FOR I CANNOT MAKE EXCUSES I CANNOT HAVE LOW EXPECTATIONS I CANNOT SUCCOMB TO ‘THEY ARE OF NO USE’ BECAUSE I AM A TEACHER MY CHARGE IS AWESOME AND TALL

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BECAUSE I AM…. A TEACHER LEADER MY PASSION FOR THE SOUL OF TEACHING WILL BE EXTENDED TO “ALL”

21st CENTURY REALITIES : 

21st CENTURY REALITIES ACCOUNTABILITY FOR WHOM? NAEP NCLB IDEA

INSTRUCTIONAL RACISM : 

INSTRUCTIONAL RACISM EDUCATIONAL PRACTICES THAT HAVE PREDICTABLE NEGATIVE OUTCOMES BASED ON A FAULTY PREMISE OF NEED IMPACT DISPROPORTIONATELY BY RACE ARE YOU PLAYING THE GAME?

A.B.T. : 

A.B.T. AIN’T BEEN TAUGHT

RECONSTRUCT THE CLASSROOM SCENE : 

RECONSTRUCT THE CLASSROOM SCENE IT TAKES AN ENTIRE VILLAGE TO EDUCATE A CHILD BUT FIRST WE MUST RECONSTRUCT THE VILLAGE CAUSE THE VILLAGE IS MESSED UP

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Cultural Context Organizational Development Cultural context Goals Systems renewal Systems approach Focus on people Shaping climate and culture of organization Learning through experience Engaging “real” challenge Planned engagement Change agency Co-responsibility of the village

CULTURAL CONTEXT : 

CULTURAL CONTEXT RESPONSIVE RESPECTFUL RESPONSIVE COMPETENT PROFICIENT

IF YOU DON’T KNOW HIM, CAN YOU REALLY TEACH HIM? : 

IF YOU DON’T KNOW HIM, CAN YOU REALLY TEACH HIM?

Slide 21: 

TREAT THEM ALL LIKE BEINGS WITH GREAT GIFTS!!!!!

LEADER EXPECTATIONS : 

LEADER EXPECTATIONS REDUNDANCY WITH POWER AND ENTHUSIASM INTEGRAL PART OF DAILY LESSONS ATTITUDES (DO YOU HAVE A PRODUCTIVE ONE? DO YOU BELIEVE STUDENTS CAN BE SUCCESSFUL?) ARE YOU SUPPORTED IN YOUR EXPECTATIONS OF STUDENTS?

STRATEGIC OUTREACH : 

STRATEGIC OUTREACH CHURCHES BEAUTY AND BARBER SHOPS BUSINESSES LATINO/A AMERICAN OUTREACH AFRICAN AMERICAN OUTREACH EUROPEAN AMERICAN OUTREACH

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Social Positionality Subjective - how I see myself, how others see me Objective - observable social position Social Dominance Theory Predisposed hierarchies Male Social oppression of the “other” Survival strategy Privilege and Penalty Unearned - By virtue of birth, SES, authority, perceptions Earned - By virtue of merit, behavior, expectations

Hegemony : 

Hegemony Concept used to describe the existence of dominance of one social group over another, such that the ruling group -- referred to as a hegemon -- acquires some degree of consent from the subordinate, as opposed to dominance purely by force. Power of the hegemony primarily through coercion and consent rather than armed force

Historical Methods of Dominance - Exerting Power : 

Historical Methods of Dominance - Exerting Power Disease Warfare Land Theft Religion Missionaries and Bureaucrats Education Alienation

Dynamics of Dominance : 

Dynamics of Dominance Assumption of Rightness - We simply are right Roots of Rightness - Theology exploited to serve dominance Luxury of Ignorance - know little about the “other,” legitimizing myths, writing own versions of history Legacy of Privilege - power to control public discourse, silencing the voice of others

Hope and Healing : 

Hope and Healing River of Diversity and Change Streams of difference flowing into each other Honesty - whole story, multiple perspectives Empathy - to feel with Advocacy - co-responsibility for change Action - Equity and social justice, provide learning communities with what they need

CROSS-CULTURAL PROGRESSION : 

CROSS-CULTURAL PROGRESSION ENCAPSULATION CULTURAL SHOCK RISK-TAKING AWARENESS UNDERSTANDING ACTION

SERVANT LEADERS : 

SERVANT LEADERS E EXAMINE Q QUESTION U UTILIZE I INVESTIGATE T TREAT Y YIELD

STATE OF BOSTON2006 : 

STATE OF BOSTON2006 57,000 STUDENTS 145 SCHOOLS AFRICAN AMERICAN 42% AMERICAN INDIAN 1% ASIAN AMERICAN 9% EUROPEAN AMERICAN 14% LATINA/O AMERICAN 34% FARL 71% SPED 20% SLL 18% DO 20% TEACHERS 25/61/9/5 PRINCIPALS 46/33/17/4 TEACHERS HQ 93%

BOSTON MCAS RATES : 

BOSTON MCAS RATES D AA LA AsA EMENAA SPED FARL 3RD READ (31)48/21 (27)51/21 (24)51/25 (44)42/14 (55)34/1 (12)42/46 (27)50/23 4ELA (25)48/27 (20)51/29 (19)48/33 (47)39/13 (45)42/12 (3)35/62 (22)49/28 4MATH (21)47/32 (14)47/39 (15)50/35 (52)40/8 (40)44/16 (9)40/57 (18)48/34 7ELA (44)40/17 (36)46/18 (33)47/20 (68)24/8 (74)17/9 (5)37/59 (32)45/16 8MATH (30)32/38 (12)28/59 (18)27/57 (64)22/14 (45)24/31 (3)11/86 (18)27/54 10ELA (38)35/27 (27)41/32 (30)33/37 (69)23/8 (67)15/18 (7)26/67 (34)31/35 10MATH (39)28/33 (28)34/41 (30)33/37 (86)17/6 (67)21/12 (6)33/61 (31)39/30

Dimensions of Effective Teaching : 

Dimensions of Effective Teaching Equity and High Expectations Professionalism Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities Partnerships with Family and Community Instructional Planning and Implementation Content Knowledge Monitoring and Assessment of Progress Reflection, Collaboration, and Personal Growth

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LEARNING WHILE BLACK

Slide 35: 

TESTING WHILE BLACK

Slide 36: 

BEHAVING WHILE BLACK

STATE OF AFRICAN AMERICAN LEARNERS : 

STATE OF AFRICAN AMERICAN LEARNERS DISPROPORTIONATE REALITIES 16% OF SCHOOL AGE POPULATION 46% OF FARL 35% OF DISCIPLINE AND EXPULSION 28.50% OF ED POPULATION 34.47% OF MCD POPULATION 8% OF GIFTED POPULATION LOWEST GRADES POOREST ASSESSMENT OUTCOMES 62.7% OF DRUG OFFENDERS IN STATE PRISONS (13:1) 43.7% OF INCARCERATED (MASS 5.4/26; 29/64% GEORGIA; MAINE .5/4.1) MOST DISRESPECTED IN EDUCATION

LEADERSHIP CHALLENGE : 

LEADERSHIP CHALLENGE MEET CHILDREN WHERE THEY ARE TAKE THEM WHERE THEY NEED TO BE

DIMENSIONS OF AFRICAN AMERICAN CULTURE : 

DIMENSIONS OF AFRICAN AMERICAN CULTURE SPIRITUALITY HARMONY MOVEMENT VERVE AFFECT COMMUNALISM EXPRESSIVE INDIVIDUALISM ORAL TRADITION SOCIAL TIME PERSPECTIVE

WHAT IT MEANS ON THE FAST AND FURIOUS TRACK TO SPED!!! : 

WHAT IT MEANS ON THE FAST AND FURIOUS TRACK TO SPED!!! WALK TALK ATTITUDE BEHAVIOR LEARNING PATTERNS MAMA DADDY BROS COMMUNITY

EXAMPLES : 

EXAMPLES SPIRITUALITY IS - CRITICAL THINKING, PROBLEM SOLVING VERVE IS - ACTIVITY LEVEL, VARIABILITY COMMUNALISM IS - RELATIONSHIPS ARE KEY EXPRESSIVE INDIVIDUALISM IS - ARTICULATING A “STYLE” SOCIAL TIME PERSPECTIVE IS - BEHAVIOR BOUND TO TRADITION IN A SOCIAL CONTEXT

CAUTION - PATTERNS OF INTERACTION : 

CAUTION - PATTERNS OF INTERACTION CONTEXT SITUATION SYSTEMIC BIAS TEACHER UNDERSTANDINGS PRINCIPAL UNDERSTANDINGS

YOU’VE GOT TO KNOW HIM!!! : 

YOU’VE GOT TO KNOW HIM!!!

STANDARDS OF EXCELLENCE : 

STANDARDS OF EXCELLENCE DIMENSIONS OF CULTURE SUPPORTING TEACHERS SERVICES NOT PLACES CHILDREN NOT DISABILTIES SERVANT LEADERS NOT COMPLIANCE OFFICERS

Culturally-Responsive Teaching : 

Culturally-Responsive Teaching Using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively Geneva Gay (2002) Definition:

INVENTIONSATION!!! : 

INVENTIONSATION!!! THOMAS EDISON ALEXANDER BELL LEWIS LATIMER

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A MIND IS A TERRIBLE THING TO WASTE

A MIND IS SOMETHING WONDERFUL TO DEVELOP..... : 

A MIND IS SOMETHING WONDERFUL TO DEVELOP.....

SCHOLAR : 

SCHOLAR I BELIEVE IN THIS HOUR IN MY ABILITY TO READ EFFECTIVELY WITH POWER FOR I AM A DEVELOPING SCHOLAR I HAVE PRIDE IN BUILDING MY READING VALOR

I Do My Best : 

I Do My Best I should Do my best I can Do my best I am able To do my best I want To do my best I will Do my best I did Do my best

AFFIRMATIONS : 

AFFIRMATIONS I’LL NEVER GIVE UP I’LL DO MY BEST I’LL NEVER GIVE UP EVEN ON A TEST I’LL NEVER GIVE UP OR LET TRYING REST BECAUSE WINNERS NEVER LOSE AND I AM THE BEST!!!!!

RAP OF THE STATES : 

RAP OF THE STATES COME ON EVERYBODY, LET ME RAP TO YOU ABOUT THE STATES OF OUR LAND THE RED, WHITE AND BLUE THERE ARE 50 LEGAL STATES IF YOU CARE TO DEBATE, 48 ON THE LAND JUST TWO ON THE SEA

RAP - CONTINUED : 

RAP - CONTINUED ALABAMA, ALASKA, ARIZONA, ARKANSAS CALIFORNIA, COLORADO, CONNECTICUT DELAWARE, FLORIDA, GEORGIA, HAWAII IDAHO, ILLINOIS, INDIANA, & IOWA

IN THE RIGHTEOUS SPIRIT OFAFRICAN AMERICAN COMMUNICATION(EBONICS) : 

IN THE RIGHTEOUS SPIRIT OFAFRICAN AMERICAN COMMUNICATION(EBONICS) I is free I be free I am free Free to logistically develop Sound Vibrant Effective and scholarly endeavors I is free I be free I am indeed free!!!

MATH AFFIRMATION : 

MATH AFFIRMATION THOSE NUMBERS INTRIGUE ME I MUST USE MY MIND SO THEY WON’T DECEIVE ME THIS MATH I CAN CONQUER THIS TASK I CAN ACHIEVE PERSISTENCE IS THE KEY FOR IN MYSELF AND MY ABILITY I DO BELIEVE

MY BAD..... : 

MY BAD..... M ALICIOUSNESS IS UNACCEPTABLE Y OU ARE WORTHY OF MORE FROM ME B ELIEVE THAT I WILL RECONSIDER A LL FUTURE ACTIONS D EMANDING OF MYSELF THAT I BE MORE CONSIDERATE OF YOU

GOING FOR THE GOLD : 

GOING FOR THE GOLD SCHOOL IS HARD WORK I’M TOLD HOMEWORK, THEN IS MY DAILY GOAL WHEN THINGS GET ROUGH I CAN NOT, AND WILL NOT FOLD LEARNING TO STUDY DEFINES MY ROLE LIVING TO LEARN PAVES MY JOURNEY FOR THE GOLD

IT IS MY REALITY : 

IT IS MY REALITY Sometimes the road to knowledge is rough Many times the demands are tough I must read every day I must study and keep negative temptation at bay In math there are problems I must solve When meeting social world challenges There is little resolve In science I cross the threshold to discovery Constructing excellence dictates my recovery

EMPOWERING OUR YOUTH : 

EMPOWERING OUR YOUTH I AM MY OWN I AM MY OWN BEST SHERO OR HERO I AM DARING I AM THOROUGH MY KNOWLEDGE IS WORTH BUILDING AND SHARING I AM MY OWN BEST SHERO OR HERO I AM, BECAUSE WE ARE BECAUSE WE ARE, THEREFORE I AM I AM MY OWN BEST SHERO OR HERO

Slide 60: 

CO-RESPONSIBILITY

Improving Intervention for “ALL” – Getting It Done!!!! : 

Improving Intervention for “ALL” – Getting It Done!!!! What do you believe about your leadership? Why do you believe it? What can you do about what you believe? What skills do you have? What skills do you need? How will you begin and/or continue? Who will be your partners? How will you assess your success?

EDUCATE MY CHILD : 

EDUCATE MY CHILD I AM THE VILLAGE YOU ARE THE VILLAGE WE ARE THE VILLAGE RECONSTRUCT THE VILLAGE EDUCATE MY CHILD EDUCATE MY CHILD HE IS WORTHY SHE IS WORTHY THEY ARE WORTHY EDUCATE MY CHILD