When looking for theory to contribute to my Action Research Project, I came across the theory of Culturally Relevant Education or (CRE) by Brittany Aronson and Judson Laughter. I resonated with their 4-step method as much of which feels relatable to how I also approach my teaching practice. Throughout the course of the Pg Cert, I have made reference to how my positionality and my role feel conflicted – being the only individual employed to advocate on sustainability yet attempting to avoid imposing my western bias. Because of this, I often aim to facilitate an environment for students to develop critical perspectives that challenge societal inequalities and their own cultural influences. An example of this is the “Why Are You Designing?” Student Sessions through which I aim to provoke an open dialogue yet avoid imposing my viewpoints.
4-step approach:
- Use constructivist methods to develop bridges connecting students’ cultural references to academic skills and concepts while also building on the knowledges and cultural assets students bring with them into the classroom;
- Engage students in critical reflection about their own lives and societies and using inclusive curricula and activities to support analysis of all the cultures represented;
- Facilitate students’ cultural competence and construct a classroom learning environment in which students both learn about their own and others’ cultures and develop pride in their own and others’ cultures; and
- Explicitly unmask and unmake oppressive systems through the critique of discourses of power, extending their work beyond the classroom in active pursuit of social justice for all members of society. (p. 167)
References
Aronson B., Laughter J. (2016). The theory and practice of culturally relevant education. Review of Educational Research, 86, 163–206. Crossref ISI.