Culturally responsive classrooms are becoming normalized and encouraged. The idea of a culturally responsive classroom addresses students’ heterogeneous identities in both curriculum, classroom atmosphere, and politics. In his book, Teaching Reading to Black Adolescent Males, Alfred Tatum constructs the idea of a “culturally responsive classroom” to mean a classroom where social values, traditions, and political relationships are reflected, while acknowledging that classroom culture often mimics society’s culture and reproduces existing systems of oppression and ideologies. While the idea that classroom culture reproduces existing systems of oppression and ideologies is troubling, it allows educators an opportunity to stand up to and combat existing inequities and make a conscious effort not to allow them to exist in their classrooms. Following the motives of culturally responsive teaching by not allowing oppressive hierarchies to exist in the classrooms, their existence in society at large will eventually be dismantled (72-74). The idea that the classroom perpetuates culture gives teachers power to create large scale social change.
While the idea of culturally responsive classrooms is empowering, it can only be truly successful if it is implemented in a way that views oppression as the intersectional entity that it is. There are a lot of models for a culturally responsive classroom that don’t emphasize that there are multiple facets that go into identity. They usually focus specifically on a multiethnic approach to curriculum. While this is absolutely necessary and a very positive shift away from a predominantly eurocentric viewpoint, it ignores and under represents multiple aspects of individual identity that are also integral to inclusivity.
My Mission
It is no secret that gender and sexuality are underrepresented in the classroom, for they are often excluded consciously. These topics are often viewed as highly controversial and political, and many educators will shy away from including them in order to remain “neutral.” This, however, does a huge disservice to students who never see their identities represented and further feeds their alienation from their peers by not normalizing various components of their identity that do not fit the typical homophobic or cissexist idea of what is “normal.” This blog’s purpose is to explore these identities and their introduction into the school environment, as well as the current policies and apprehensions regarding them. By creating LGBT or queer inclusive classrooms, educators will be taking on the radical task of normalizing non-heterosexual and non-binary gender identities, which is crucial for the safety and equitability of all students.
Works Cited
Tatum, Alfred W. Teaching Reading to Black Adolescent Males: Closing the Achievement Gap. Portland, Me.: Stenhouse, 2005. Print.