Becoming culturally responsible educators
The education field is extremely related to culture and society since the fact that every single knowledge is due to a specific system of toughs and values, for any kind of matter or discipline. As Educators we are always teaching culture implicitly or explicitly and that is the main reason we must bring culture to our classrooms in a conscious way and not accidentally, whether or not we are going to teach culture as a subject itself or as a cross-curricular implication it should be taught mindfully and respectfully.
The first step is to become aware of our own cultural identity and background in order to anticipate how it would interfere in the relationship we establish with students and in the way we understand and transmit the cultural knowledge or the implicated values as well. Otherwise, in the way we are going developing awareness of the cultural implications regarding our function as language educators in that such a way we will be able to acquire a high commitment position in relation to humanity and diversity when teaching.
"As educators, we are committed to ensuring that all children can learn and achieve to the best of their ability. Misunderstandings about the role of culture in behavior, communication, and learning often lead to assumptions about the abilities of children to be successful in school. An awareness and understanding of the role of culture in the classroom, and the different values and behaviors that may accompany culture can remove unintentional barriers to a child’s success." (S. Zion; E. Kozleski, 2005:15).
“Culture understanding” is the master key for teaching responsively and purposefully, but it is also a high demanding ability which should take the leading role when talking about teaching intentions. Culture must be established over language achievement goals and other in the kind, because the reached learning in relation to culture could be the more transcendent part in the education sphere, if we take into consideration that it builds the basis for better human beings formation.
References:
Kozleski E., S. Zion. “Understanding Culture” University of Colorado at Denver and Health Sciences Center and Mary Lou Fulton College of Education, Arizona State University. 2005. Web 3 May.
Mitchell, L. Becoming Culturally Responsive Teachers in Today´s Diverse Classroom. Huston TX. University of Huston. 2009.
The first step is to become aware of our own cultural identity and background in order to anticipate how it would interfere in the relationship we establish with students and in the way we understand and transmit the cultural knowledge or the implicated values as well. Otherwise, in the way we are going developing awareness of the cultural implications regarding our function as language educators in that such a way we will be able to acquire a high commitment position in relation to humanity and diversity when teaching.
"As educators, we are committed to ensuring that all children can learn and achieve to the best of their ability. Misunderstandings about the role of culture in behavior, communication, and learning often lead to assumptions about the abilities of children to be successful in school. An awareness and understanding of the role of culture in the classroom, and the different values and behaviors that may accompany culture can remove unintentional barriers to a child’s success." (S. Zion; E. Kozleski, 2005:15).
“Culture understanding” is the master key for teaching responsively and purposefully, but it is also a high demanding ability which should take the leading role when talking about teaching intentions. Culture must be established over language achievement goals and other in the kind, because the reached learning in relation to culture could be the more transcendent part in the education sphere, if we take into consideration that it builds the basis for better human beings formation.
References:
Kozleski E., S. Zion. “Understanding Culture” University of Colorado at Denver and Health Sciences Center and Mary Lou Fulton College of Education, Arizona State University. 2005. Web 3 May.
Mitchell, L. Becoming Culturally Responsive Teachers in Today´s Diverse Classroom. Huston TX. University of Huston. 2009.
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