Teacher Proof

The Intersection of Scripted Curriculum and Culturally Relevant Pedagogy for English Learners

  • Michelle Benegas Hamline University
Keywords: culturally relevant, English learners, scripted, standardized, curriculum

Abstract

This study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for ELs who learn of the implementation of a newly-adopted scripted literacy curriculum in their ethnically diverse elementary school. As students are more motivated to learn when curricula are relevant to their lived experiences (Howard, 2003), it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations. In the current sociopolitical educational climate of accountability and standardization, this goal is increasingly more difficult for educators to achieve. With ten percent of the United States’ student population made up of English learners (ELs), amounting to 4.6 million students (U.S. Department of Education, National Center for Education Statistics, 2017), it is imperative that school systems shift to support culturally relevant practices. 

References

Baker, P.B., Digiovanni, L.W. (2005). Narratives on culturally relevant pedagogy: Personal responses to the standardized curriculum. Current Issues in Education, 8(22), 1-16.

Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture and language diversity in teacher education. American Educational Research Journal, 32(3). 493-522.

Conner, M. T. (2010). Beyond "acting white": The impact of culturally responsive pedagogy within a culture of accountability (Doctoral dissertation). Retrieved from ProQuest. (305242968)

Curwin, R. (2012). How to beat “teacher proof” programs. Edutopia. Retrieved from https://www.edutopia.org/blog/beating-teacher-proof-programs-richard-curwin.

Gollnick, D. & Chinn, P. (1998). Multicultural education in a pluralistic society (5th ed.). Columbus: Merrill.

Slater, G.B. & Griggs, B.C. (2015) Standardization and subjection: An autonomist critique of neoliberal school reform, Review of Education, Pedagogy, and Cultural Studies, 37(5), 438-459.

Hill, K. (2012). Cultivating pre-service teachers towards culturally relevant literacy practices. Issues in Teacher Education, 2(2), 43-66.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32(3), 465–491.

Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3).

Ladson-Billings, G. (2001). Crossing over to Canaan. San Francisco: Jossey-Bass.

Langer, J. (1987). Language, literacy, and culture: Issues of society and schooling. Norwood, NJ: Ablex.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Milosovic, S. (2007). Building a case against scripted reading programs. Education Digest, 73(1), 27-30.

Minnesota Department of Education (2015). Minnesota Report Cards [Data File]. Retrieved from http://rc.education.state.mn.us/#o

Motha, S. (2014). Race, empire, and English language teaching. New York: Teachers College Press

Orosco, M., O’Connor, R. (2013) Culturally responsive instruction for English language learners with learning disabilities. Journal of Learning Disabilities. 47(6). 515-531

Parhar, N. (2011). Culturally Relevant Pedagogy redux : Canadian teachers ’ conceptions of their work and its challenges. Canadian Journal of Education, 2(2011), 189–218.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.

Petchauer, E. (2011). I feel what he was doin’: Responding to justice-oriented teaching through hip-hop aesthetics. Urban Education, 46(6), 1411–1432.

Phuntsog, N. (2001). Culturally responsive teaching: What do selected U.S. elementary school teachers think?. Intercultural Education, 12(1), 52-64.

Price-Dennis, D., Souto-Manning, M. (2011) Re-framing diverse pre-service classrooms as spaces for culturally relevant teaching. The Journal of Negro Education. 80(3), 223-238

Riehl, C. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55–81.

Salazar, C. (2010). Pedagogical stances of high school ESL teachers: Huelgas in high school ESL classrooms. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 33(1), 111-124.

Taylor, M. (2013). Replacing the “teacher-proof” with the “curriculum-proof” teacher: Toward more effective interactions with mathematics textbooks. Journal of Curriculum Studies, 45(3), 295-321.

U.S. Department of Education, National Center for Education Statistics. (2017). The Condition of Education 2017 (2017-144), English Language Learners in Public Schools.

Wei, H.H. (2002). Teachers’ response to policy implementation: Interactions of new accountability policies and culturally relevant pedagogy in urban school reform. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Wortham, S., Contreras, M. (2002). Struggling toward culturally relevant pedagogy in the Latino diaspora. Journal of Latinos and Education, 1(2), 133-144.
Published
2019-12-09
How to Cite
Benegas, M. (2019). Teacher Proof. Journal of Culture and Values in Education, 2(3), 79-93. Retrieved from https://cultureandvalues.org/index.php/JCV/article/view/49

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.