Equity pedagogy plays an enormous role in theeducation, not just to students in the racial or ethnic minority, but for all students. As a teacher in a culturally diverse district, it is essential to understand the many characteristics of students, including race, religion, socioeconomic status, or heritage. If a teacher can find ways to connect their everyday culture to the classroom, rapport with students is built and trust is gained through caring. By creating culturally relevant lesson plans, student achievement increases while also allowing students to become more culturally aware of their world.
Through his research, J.Q. Adams (1994) states there are three traditional methods that have failed. First, today’s education system has a Eurocentric center of teaching. Second, students do not know how content connects to their daily life. Third, the instruction from educators is not successful (p. 83). In order to create a more successful learning experience, teachers must look at the needs of students, have real multicultural curriculum, and have an empowering school culture (pp. 83-84). When educators teach from a European lens, student perception is that culture is not important. If educators wish to empower students, they must get to know student cultures, create a wonderful and caring school culture, and teach from the lens of various cultures and heritages.
How does school culture impact the equity pedagogy in your school? Is it important? Is it stressed?
What teachers in the building are the most culturally aware? Explain why.
(Ask parents) What are two important facts about your culture that will help teachers educate your son/daughter this year?
Adams, J. (1994). The Multicultural Need in Corrections Education. Journal of Correctional Education, 45(2), 83-85.
Justin Alexander is a first-year Graduate student at the Capital University. Connect with him through twitter, @MrAlexanderC203.