- Some main points/claims:
- No school is culture neutral--nor are schools melting pots. There are cultural differences within schools that must be valued.
- Negative perceptions toward students' cultural backgrounds are damaging.
- Part of recognizing student individuality is making an effort to learn about their cultural backgrounds.
- Help students/teachers see strengths within our cultural diversity. Focus on those strengths; don't approach a student's home culture as a deficit.
- Schools should teach the value of cultural diversity.
Chapter 3: The Power of Culturally Responsive Caring:
- Some main points/claims
- Caring about means to have feelings of concern; caring for is doing something active for students' well-being.
- If we really care for students' well-being, then our attitudes toward our students and our actions for our students will reflect that.
- Some teachers do not have positive attitudes toward their students.
- "While most teachers are not blatant racists, many probably are cultural hegemonists. They expect all students to behave according to the school's cultural standards of normality... Rather than build on what the students have in order to make their learning easier and better, the teachers want to correct and compensate for their 'cultural deprivations.'" -- pages 48-49
Please join the discussion by responding to any of the questions raised below, add your own comment below, or join us on December 16th at 7:30am in the library (or all of the above!).
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