SEDTL & Culturally Responsive Teaching

Educators acknowledge that the achievement gap continues to persist in our schools, but have yet to close this gap effectively and systematically. The implementation of the new Common Core State Standards may increase this gap unless we attend to the social-emotional learning (SEL) skills that are integral to the achievement of these new standards. While both SEL and culturally responsive teaching (CRT) are clearly part of the literature that seeks to address the achievement gap, these two areas of thought and action have been kept separate in discussions of teaching practice. The Center for Reaching & Teaching the Whole Child is working to bring together what we know about the intersection of these two areas of thought, research, and practice, and generate what we need to know and do in order to prepare teachers entering the field to see these two powerful lenses as integrally related.

At our second annual CRTWC 2015 Spring Institute we addressed this connection with the following materials and presentations.

[embeddoc url=”http://crtwc.org/wp-content/uploads/2015/05/CRTWC-CRT-Casel-Wheel-2015.pdf” viewer=”google”]

 

Dr. Jolynn Asato’s Presentation at the CRTWC 2015 Spring Institute[embeddoc url=”http://crtwc.org/wp-content/uploads/2015/04/CRTWC3-18-15_Asato-1.pdf” viewer=”google”]

 

Dr. John Robert Browne’s Presentation at the CRTWC 2015 Spring Institute [embeddoc url=”http://crtwc.org/wp-content/uploads/2015/04/Browne-3_15.pdf” viewer=”google”]

 

Resources:

Edwards, S. (2011). Developing Diversity Dispositions for White Culturally Responsive Teachers. Action in Teacher Education. DOI: 10.1080/01626620.2011.627038

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.

Jagers, R.J.. (2016). Framing Social and Emotional Learning among African-American Youth: Toward an Integrity-Based Approach. Human Development. DOI:10.1159/000447005

Johnston, P. (2012). Opening Minds: Using language to change lives. Portland, ME: Stenhouse

Ladson-Billings. G. (2009). The dreamkeepers: Successful teachers of African-American Children. San Francisco: Jossey-Bass.

Minkel, Justin. (2016). Teaching Children of Color: Love vs. ‘Tough Love’. Education Week: Teacher.

Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton, N.J: Princeton University Press.

Schussler, D & Knarr, L. (2012). Building awareness of dispositions: enhancing moral sensibilities in teaching. Journal of Moral Education. 59: 1-3. DOI:10.1080/03057240.2012.722987

Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. Boston: Mariner Books.

Ware, F. (2006). Warm demander pedagogy: Culturally Responsive teaching that supports a culture of achievement for African American students. Urban Education: 41 (4). 427-456

Watson, M., & Ecken, L. (2003). Learning to trust: Transforming difficult elementary classrooms through developmental discipline. San Francisco: Jossey-Bass.

Yosso, Tara J. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8:1, 69-91, DOI: 10.1080/1361332052000341006