the dreamkeepers: successful teachers of african american children

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The dreamkeepers: Successful teachers of African American children. Gloria Ladson Billings. Effective teaching of A frican A merican students. Inner-city schools are de facto segregated schools - PowerPoint PPT Presentation


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The dreamkeepers: Successful teachers of African American childrenGloria Ladson Billings1Effective teaching of African American studentsInner-city schools are de facto segregated schoolsPublic schools have not sustained an effort to provide quality education for African American studentsAfrican American students attending small African American schools perform betterSeparate schools?Culturally relevant teachingI dont really see colorDysconsciousnessthese attempts at colorblindness mask a dysconscious racism, an uncritical habit of mind that justifies inequity and exploitation by accepting the existing order of things as given. This is not to suggest that these teachers are racist in the conventional sense.It is about being culturally unawareDoes culture matter?Culturally diverse students failure stems from societal conflict and a struggle for power; specifically for African American students, there are special historical, societal, economic and political aspects to the role race plays in that struggle.Aim is develop a relevant black personality that allows African American students to choose excellence in school yet still identify with African and African American culture.Students should be able to hold their own in the classroom without forgetting their community.Does culture matter?Cultural relevant teaching isAn approach that empowers students intellectually, socially, emotionally and politically by using cultural references to impact knowledge, skills and attitudes.Communication of high expectationsActive teaching methodsTeacher as facilitatorInclusion of culturally and linguistically diverse studentsCultural sensitivityReshaping the curriculumStudent-controlled classroom discourseSmall group instruction and academically-related discourseCRTTeachers who practice culturally relevant teaching use student culture in order to maintain it and to transcend the negative effects of the dominant culture.Empowers student by using cultural references to impart knowledge; moves between two cultures but recognizes each as legitimateAntithesis of assimilation emphasizes sharing responsibilitySeeing color, seeing cultureWe are familyTeachers establish strong, caring relationships with all studentsRecognize that teachers perceptions of students have a significant impact on student learningView themselves as part of the community, and as giving back to that communityConnectedness between themselves and their studentsTeaching is an art not a skillKnowledge is continuously recreated, recycled and shared by teachers and studentsKnowledge is viewed criticallyTeacher is passionate about content and helps students develop necessary skillsTeacher takes student diversity and individual differences into accountKnowledge builds on what students already knowThere is more than one way of knowing, and there is more than one side to a storyHighlights students strengths and gives them confidence to confront their weaknessesTree of knowledgeStudents whose educational. Economic, social, political and cultural futures are most tenuous are helped to become intellectual leaders in the classroom.Students are appreciated in a learning community rather than taught in an isolated and unrelated way.Students real-life experiences are legitimized as they become a part of the official curriculum.Teachers and students participate in a broad conception of literacy that incorporates both literature and oratory.Teachers and students engage in a collective struggle against the status quo.Teachers are cognizant of themselves as political beings.Lewis vs. DeverauxAdministrators and Teachers power and responsibility:Administrators should recruit teachers who have expressed an interest and desire to work with African American students.Provide educational experiences that help teachers understand the central role of cultureProvide opportunities to critique the system in ways that will help them choose a role as a challenger of or a defender of the status quoRequire teachers to have prolonged immersion in African American cultureProvide opportunities for observation of culturally relevant teachingConduct student teaching over a longer period of time and a more controlled environment

Dreams into realityDreams into realityWhat a school would/should look like:Provide educational self-determinationHonor and respect the students home cultureHelp African American students understand the world as it is and equip them to change it for the betterFrom the spirituals of enslaved African Americans to the powerful oratory of civil rights leaders, African American dreams have challenged the American Dream to make itself manifest for those citizens who have been excluded from full citizenship. African Americans have believed that as long as they continued to dream, there was still a reason to look toward tomorrow. One of the most tangible vehicles for these dreams has been education even when it was substandard and alienating. African Americans believed that somehow education could make their dreams a reality. I too believe and hope that if we can dream it, we can surely do it.~ Gloria Ladson BillingsResourceLadson-Billings, G. (2009). " The dreamkeepers: Successful teachers of African American children." San Francisco, CA: Josey-Bass.

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