Purposes of Education Research Paper Sample
Purposes of Education Research Paper Sample
The Culturally Relevant Pedagogy was adopted and implemented by Gloria Ladson- Billings, a pedagogical theorist and teacher educator. She was inspired by her fifth-grade teacher to pursue a teaching environment which was centered around cultural aspects from multiple racial and ethnic groups. She wanted to use CRP to engage all learners outside of mainstream education, and her concept was established in the late 1980’s and throughout the 90’s and 2000’s. They were cultural pedagogies, and it was more recently constructed into the Culturally Relevant Pedagogy. As a former student from a segregated Philidelphia elementary school, Ladson-billing admired her teacher for deterring from the curriculum to instruct her students about note-worth black Americans in a historical context. (Ladson-Billings, 2019) one of us would stand sentinel at the classroom door, and she would say, ‘If the principal comes, turn to page 127 in the U.S. history book [and pretend to be learning that].” During segregation, it was frowned upon for black people and white people to be casually interacting. Thus, teachers were supposed to stick with the curriculum based around white supremacy. However, Ladson-Billings' teacher wanted her white students to obtain knowledge of the African American contributions throughout history. She also wanted her black students to feel welcomed in her classroom as well as learn about their cultural heritage. Ladson-Billings took her experience and applied it to developing CRP that would be implemented in an educational setting. She was interested in adapting school settings more towards the teachers’ success of educating diverse students. Much late, Ladson-Billing's pedagogy was expanded on by the idea of the Culturally Sustaining Pedagogy (CSP) which was devised by two University scholars: one by the name of Django Paris, and the other by H. Samy Alim. The idea of CSP was originally started by Django Paris; Samy Alim joined forces with Paris a few years later. The third concept known as Critical Theory or Critical Pedagogy was initially designed during the twentieth century by Frankfurt School Scholars in Germany: Theodore Adorno, Jurgen Habermas, & Herbert Marcuse. And... around 1968, the Brazilian educator, Paulo Freire expanded on the Critical Pedagogy during the Latin American Liberation movement.
CRP, CSP and Critical Theory differentiate and expand on one another regarding beliefs/tenants. For instance, both CRP and CSP work together to allow both teachers and students the opportunity of viewing perspectives to broaden their range of diverse learning. CRP and CSP also focus on ways to bring awareness of perceived stereotypes and the injustices of race, gender, ethnicity, etc. (Han, 2021) “Teachers are cognizant of themselves as political beings—they move away from cultural-deficit explanations for diverse students’ low achievement and toward models of cultural excellence.” These pedagogical views aim to teach both students and teachers about the importance of interpreting the views of multiculturality, and they focus on altering and enhancing the curriculum dominated by white teachers. CRP and CSP gave teachers the opportunity to become successful at teaching both the white and diverse students. It was mentioned several times that CSP broadens the concept of CRP. CRP took the primary step towards the implementation of multicultural backgrounds in an educational setting; however, CRP portrays cultures through a white lense/filter. (Irvine, et al, 2010) “So for Culturally Relevant Pedagogy, one of the primary premises is that teachers take students everyday lived, cultural experiences and make the appropriate linkages between what the students know and do and understand and come up with examples, comparisons, and contrasts.” Irvine demonstrated the importance of CRP, and CSP is real similar to these tenants, but CRP restricted educational learning with the extra filter. Just like CRP and CSP, the tenants/beliefs of Critical Theory strived to highlight critical consciousness of teachers to create an equal and diverse setting for students to learn in. CT expands the on the concepts from Ladson-Billings. Paris, and Alim that the success of student learning is brought on by their teachers. CT scholars pointed out that individuals’ failure in education, employment, and in life does not only depend on individual choices, but also the larger social mechanisms such as education system, media and political system and power positions are organized in ways that perpetuated the cycle of marginalization of women, Black, Indigenous, Chicano, Disabled, and LGBTQ individuals. (Han, 2021) CT recognized the aspects of multiple cultures and how the children of those cultures achieve success in learning. On the other hand, CT differentiate with CRP in which CT aimed to demolish dominated ideologies. Critical theory (CT) penetrates such appearances of dominant ideologies to expose seemingly objective and neutral conditions of social order and relationships (Giroux, 2017). CRP strived to introduce diversity in classroom settings through a white filter, while CT took one step further to penetrate the white learning filter.
CRP, CSP, CT exemplified important key features that contribute to their core values. Out of all the key concepts, the three most important key features of CRP that are most relevant towards the core values were (2) prefer equitable classroom practices and incorporate student cultures, (3) students’ real life experiences are legitimated as they become part of the “official” curriculum , and (4) teachers are cognizant of themselves as political beings—they move away from cultural-deficit explanations for diverse students’ low achievement and toward models of cultural excellence. The core values of CRP are to introduce diversity in a classroom setting and aim for strengths of students with diverse backgrounds. The key concepts extend the research by They are important features for me as a History Teacher candidate because I need to strive for teaching my students the importance of cultural backgrounds. I plan to implement these concepts in my classroom by discussing the events in history through multiple perspectives. I would like to have a collection of books with accounts of history from native, African American, Latino, etc. views. I would also like to present a variety of historical figures with diverse backgrounds. An important key concept of CSP was valuing community languages, practices, and ways of being. I can implement various activities in my classroom that is devoted to students practicing certain events of cultures like the samurai. More specifically, I will have them conduct a tea ceremony in front of the class with a task of their choosing that is related to their culture. The only thing I ask of them is that they must perform their task in a similar representation to the tea ceremony that was affected by the bushido code. I’m very excited to see how the students will react and what they will bring into the classroom. One of the important concepts of CT to its core value is emphasized through critical thinking and social activism, the ultimate goal for CT is to achieve human emancipation and social transformation. Social transformation meaning that all students in my class will be open minded about the perspectives I teach. They will take these experiences and understand their diverse students’ backgrounds. My students will think before they jump to conclusions when it comes their lifestyle choices in decision-making. How do the examples of these concepts apply to my beliefs/tenants? I believe that students all students should be open-minded when learning about their peers’ cultures. My students should feel welcomed by me and their peers when learning in my classroom. Students should be proud rather than embarrassed about their cultural backgrounds. Taking these examples into consideration, I want my students to gain a deeper understand of different cultures by role playing their ideas in a cultural filter.