Culturally Relevant Pedagogy

1. Culturally Relevant Pedagogy

2. Visual Synectic Activity Task • Individually, create 1 comparison for a visual image in one of the four quadrants by relating your experiences to the following prompt: • Equity is like _______________ because ___________________.

3. Visual Activity

4. How to engage in conversations… • Stay engaged • Speak with honesty and candor and care • Experience discomfort • Expect and accept non-closure

5. What is Equity? • Provision of opportunities for equality for all by responding to the needs of individuals. Equity of treatment is not the same as equal treatment because it is acknowledging historical and present systemic discrimination against identified groups and removing barriers, eliminating discrimination, and remedying the impacts of past discrimination. Controversial and Sensitive Issues, p. 68

6. What is Equity? “In the education context, equity refers to an inclusive atmosphere of learning where all students are treated fairly. Equity includes a recognition that students have different needs, experiences and social identities and that a ‘one size fits all approach’ to addressing students' needs, experiences and social identities does not create an environment where all students are afforded the opportunity to succeed.” Julian Falconer Chair, School Community Safety Advisory Panel Report

7. Equity Foundation Statement • School Boards are committed to ensuring that fairness, equity and inclusion are essential principles of our school system and are integrated into all our policies, programs, operations and practices. • Five commitment areas of equity covered by the Equity Foundation Statement that seek to ensure fairness, equity, and inclusion for all students: • Anti-Racism and Ethnocultural Equity • Anti-Sexism and Gender Equity • Anti-Homophobia, Sexual Orientation, and Equity • Anti-Classism and Socio-Economic Equity • Equity for Persons with Disabilities

8. Accepting Schools Act: Bill 13 It is the responsibility of schools to: • (a.1) promote a positive school climate that is inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability; • (a.2) promote the prevention of bullying;

9. Opportunity Gap Action Plan • The first obligation of our schools is to create and sustain high levels of excellence for “all” students. In this regard, a key priority of schools is to close the achievement and opportunity gaps: the gaps between where students are at any given time, and the highest levels that they can potentially achieve. Within this context, the “Opportunity Gap Action Plan” is concerned about the achievement gap in relation to racialized groups of students and students disadvantaged by poverty. • Despite achievement gains reflecting a board “on the move”, disparities or “gaps” in the achievement levels of different groups of students continue to be alarming. There are clear achievement gaps for JK-Grade 12 sub-groups of students, specifically Aboriginal, Black, Latino, Roma, Middle Eastern, Portuguese-Speaking, and male students. A call to action is our collective and moral responsibility.

10. Reflection Question In your specific context: • How does power manifest itself with respect to the relationships • among students • between students and adults • among students, adults in the school, and parents/families?

11. Culturally Relevant and Responsive Pedagogy • “It’s just good teaching…” • The desire to do what it takes to get students to achieve – “induce their genius”(Enid Lee) What does it take??

12. Culturally Relevant Pedagogy High-Yield Teaching Strategies Culture of High Expectations Precise and Consistent Assessment AS & FOR Learning Caring Relationships Utilize Students’ Cultures as a Vehicle for Learning Connections to Knowledge of Families and Communities Student’s Social Identities and Lived Realities are Valued and Respected Culturally Relevant Pedagogy Gloria Ladson-Billings, 1995. Students develop a broader socio-political consciousness Students critique the cultural norms, values, mores, and institutions that produce and maintain social inequities

13. Equitable and Inclusive Schools http://tdsbweb/equity • Teaching and Learning http://tdsbweb/_site/ViewItem.asp?siteid=30&menuid=30&pageid=30 Leah.kearney@tdsb.on.ca Instructional Leader, Early Years Kirsten.johnston@tdsb.on.ca Instructional Leader, French Immersion/Extended French Antonino.giambrone@tdsb.on.ca Instructional Leader, Equitable and Inclusive Schools