Eric Leshinskie
Tyrone C. Howard’s article, “Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection,” resonated for me as the article addresses a potential focus for research with developmental education student success rates – professional development for developmental education instructors. The topic of culturally relevant pedagogy has been part of my work for the Maricopa Community Colleges in some form or another in the past ten years. I had the privilege of working with a small team of faculty members to design a professional development workshop entitled, “Beyond Content Integration: Developing a Multicultural Learning Environment.” My experiences in collaborating to develop that workshop provided significant context for me as I read this article.
One area of uncertainty for me focused on the notion that in order to create a culturally relevant learning environment, instructors must reject “deficit-based thinking about culturally diverse students” (Howard, 2003, p. 197). I do not question the notion that instructors must reject this type of thinking; I question how pervasive deficit-based thinking is with newly hired instructors, or even instructors who have engaged in professional development on this matter. As I think of the landscape of community college instructors I have encountered in my 11 years with the Maricopa Community Colleges, I anecdotally come across fewer instructors who may harbor a deficit-based thinking approach, compared to instructors who view all students as having the capability to achieve. Possibly my experiences are not of enough depth to make such a statement, but the optimist in me hopes that instructors across all levels of the education spectrum are rejecting the deficit-based thinking model about diverse students.
One point of emphasis from the article is that self-reflection is critical to culturally relevant instruction, and self-reflection is difficult for many instructors. Self-reflection involves asking hard questions, and as Howard writes, “An honest and thoughtful reflection on these types of questions often becomes painful” (p. 198). My take-away is not the sample questions themselves. Those are valuable, but ones that do not necessarily shed any new light on the process. But, his statement that, “It is critical for teacher educators to provide spaces for preservice teachers to express their uncertainties, frustrations, and regrets over prejudiced notions” (p. 199) caused me to evaluate my own work and experiences. Merely asking instructors to self-reflect is not enough. Providing them with a framework for the self-reflection is also not enough. But, it is incumbent upon teacher educators and leaders to create the space for this reflection; this is what struck a chord for me in my current role at Glendale Community College. Too often, those who support teachers do not provide the space, or in other words the time, for instructors to meaningfully reflect with colleagues on matters of effective teaching. If we value the culturally relevant instruction, then we must create both the culture and the space for self-reflection.
Furthermore, just as space is not created for self-reflection, the courage to have such critical conversations around race in the classroom is not prevalent either. This lack of courage can occur for many reasons. One, instructors may not be willing to engage in such discussion. Two, the pace of the instructional cycle is so rapid that taking time to self-reflect is not a priority. Or three, teacher educators themselves may not be prepared to facilitate such a discussion, as this first calls for a high level of self-awareness, as well as a strong facilitation skills to engage in what could be challenging dialogue. As educators, we must develop the courage for this dialogue. As Howard concludes, “the stakes we face as a profession and as a nation are too high to fail in this endeavor” (p. 201). Finally, I related to Howard’s statement that instructors must recognize that “teaching is not a neutral act” (p. 2oo). I appreciate this statement as it is one that I think all effective instructors must realize. You do not necessarily need to separate who you are as a person from who you are as an instructor. But, you must fully realize who you are (through self-reflection described above) and how that impacts and influences your teaching.
This article relates to my research as I believe a key element to increase the success rates for those students who come to college underprepared is to have instructors who practice a culturally relevant pedagogy. To do so, these instructors must continuously practice self-reflection, and as an institution, we must create the space and freedom for them to do so. This will only benefit them as instructors, and in turn, will benefit our students.
Howard, Tyrone C. (2003). Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory Into Practice, 42(3), 195-202.
Eric Leshinskie
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Eric,
You know faculty at the community college so well! I must concur with your statements on deficit thinking, space and tools to talk about race as well as time constraints. I teach a class titled, Racial and Ethnic Minorities, and it is a challenge for me to talk to other professors who do not teach about racial issues. Many are not ready, confident or have the tools to engage in a critical dialogue on race. Teaching race is EXHAUSTING and I have few outlets to vent, share, and process information. I definitely think something needs to be done about this.
p.s. Great to know we are in the same cohort!
Eric,
I think the reflection you’ve provided are a result of your experiences in your role, and one of the things that stood out to me was your comment about making the time and space for such reflection in one’s environment. I see this so often in my role, where there is always ‘one more thing’ on the plates of educators. Unless this is made a priority, in terms of time and emphasis, I think that you’re right that these attempts will not be as meaningful as they are intended to be, and I think if one is going to undertake an effort, there is no point unless the intention is to do it well!
One question I had was about the level of deficit-based thinking among newly hired instructors: I was curious as to what you attribute this? I agree, but in what ways do you see this manifesting itself?
I did, however, appreciate the voice that clearly came through in your writing. Thank you for sharing!