Culturally and Historically Responsive Education: A Policy Research Brief

Autor/in	Muhammad, Gholnecsar
Institution	National Council of Teachers of English (NCTE), James R. Squire Office of Policy Research
Titel	Culturally and Historically Responsive Education: A Policy Research Brief
Quelle	(2023), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Culturally Relevant Education; Literacy Education; Educational Policy; Minority Groups; Racism; School Role; Educational History; Gender Bias; Diversity; Language Usage; African Americans; Self Concept; Skill Development; Critical Thinking; Psychological Patterns; Cognitive Processes; Standards; Curriculum; Teacher Education; Teacher Evaluation + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ethnische Minderheit; Rassismus; History of education; Bildungsgeschichte; Geschlechterstereotyp; Sprachgebrauch; Afroamerikaner; Selbstkonzept; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Cognitive process; Kognitiver Prozess; Standard; Curricula; Lehrplan; Rahmenplan; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung
Abstract	This policy brief aims to problematize the curricular issues that have traditionally framed schools from the 1600s onward. These framings have taught literacy as decontextualized skills, disconnected from students' lives, their consciousness, and their joy. This tradition has resulted in poor achievement, less rigor, and a lack of intellectual advancement, identity development, and developing social and critical consciousness among youth. These problems are especially exacerbated for students and teachers of color, who have received fewer resources, curricula, or pedagogies that are connected to their genius and needs. Further, policy mandates are typically written to exclude the histories, identities, literacies, and liberation of the same students underserved by our educational system. In fact, policy has pushed the teaching of frameworks and theories that were not written by people of color, nor do they honor the lenses of Black and Brown people. When the problems of schools are coupled with the witnessing of injustices and racism in society, one can argue that schools must prepare a type of child who will have the potential to enter the world ready to disrupt and dismantle hurt, pain, and harm and advance social change. In other words, skill instruction is not enough to sustain a society imbued with inequities. In this policy brief, Gholnecsar (Gholdy) Muhammad discusses the problems of decontextualized, skills-only instruction and suggest ways policymakers can move toward more excellent forms of education. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01