Connie Hahne
Reaction to Culturally Appropriate Education Theoretical and Practical Implications
by Navin Kumar Singh
Ah-Nee Benham, M. K., & Cooper, J. (Eds.). (2000). Indigenous educational methods for Contemporary practice: In our mother’s voice. Mahwah, NJ:Erlbaum. Culture-Based Education Working Group. (2006). Na lau lama community report.
Retrieved May 29, 2014 at http://www.ksbe.edu/spi/PDFS/Reports/Na-Lau-Lama/Culture-Based_Education_Worknig_Group_Final.pdf
Gay, G. (2010). Culturally responsive teaching: Theory, research, & practice (2nd Ed.). New York: Teachers College Press
Singh, N. K. (2011). Culturally appropriate education: Theoretical and practical implications. In J. Reyhner, W. S. Gilbert & L. Lockard (Eds.), Honoring our heritage: Culturally appropriate approaches to indigenous education (pp. 11-42). Flagstaff, AZ: Northern Arizona University. Retrieved on May 29, 204 at http://jan.ucc.nau.edu/~jar/HOH/HOH-2.pdf
UNESCO. (1953). The use of vernacular languages in education (Monographs on Fundamental Education-VIII). Paris, France: United Nations Educational, Scientific and Cultural Organization. Retrieved May 29,2014 at http://unes-doc.unesco.org/images/0000/000028/002897eb.pdf
Singh begins with the following from the Na-Lau-Lama’s community report about their asset and appreciative based approach to educational reform. (2006, p. 32) It is in words a picture of what education and practitioner should strive to create.
In every school, in every learning community, we can and will find stories of success, if we look for them. We must focus on accomplishment and achievement, we must be tolerant of each other’s differences, and we must learn to share our stories from all of our different perspectives. When we do, we will discover that we all have inside of us the mana–the spiritual power, the wisdom of our ancestors—that can guide us to help ignite our students’ and our own passion for learning, living, and teaching. This can be hard work. There are no shortcuts. But, by doing this, we will enhance our students’ connections to themselves, theirfamilies, their communities, and their world. We must learn to talk-story with each other in ways that tap into that part of us, that energy and excitement that looks for the best in us and each other, and then build our educational strategies from that wisdom. (Culture-Based EducationWorking Group, 2006, p. 32)
Culturally Appropriate Education research dates back to 1953 when UNESCO published, The Use of Vernacular Languages in Education. Singh provides background information and rationale for Culturally Appropriate Education on not just a national, but also on a global scale to begin making reforms in pedagogy to support diverse learners. “A culturally appropriate education melds instruction to better fit the expectations and cultural patterns of the group being served. The group’s language, culture, and its worldview are built into the routines, curriculum, and structure of the school. Apart from improving learning achievement of students, culturally appropriate education is a way to perpetuate and build pride in the students’ home culture (Ah-Nee Benham & Cooper, 2000; Cajete, 1994; Cantoni, 1998;Fordham, 1998; McCarty, 2003.)
As I read Singh’s article on Culturally Appropriate Education, I could not help but reflect on my classroom environment and my roles as a teacher for English Language Learners. I am mindful of my position and responsibility to my students as an advocate, academic facilitator, and cultural guide to American culture. I try to create a culturally appropriate environment for my students, but I still struggle to incorporate some of the educational practices mentioned into my classroom. I often feel my error is in that I have not taught or allowed my students to become independent individuals. Although it is a privilege for me, many of my students and their families are too comfortable and trusting of me to make decisions for them in the realm of academia without question. In observation, I see few of my ELL students confident enough to join activities, clubs, and organizations of the school. Empowerment can be described as academic competence, self-efficacy, and personal initiative. For this, students should believe that they can succeed in learning tasks and have motivation to persevere, while teachers should demonstrate high and appropriate expectations and provide support for students in their efforts toward academic achievement (Gay, 2010).
This is Singh’s call to action to challenge educators and policy makers to explore new innovations in education that are inclusive and respectful of cultures, language, and the rights of all citizens towards creating a national identity within a global community of learners. He uses prevalent trends in thought and opinion about educational reforms to support his argument.
Although, the document is filled with citations from experts and practitioners of Culturally Appropriate Education, the language used is very comprehensible. Singh defines Culturally Appropriate Education, the need for it, and gives examples from many different cultures with antidotal examples. He also gives directives for implementation of a program and discusses the effectiveness of the programs in different cultural academic environments. In the appendix of the article Singh includes cultural standards for teachers, students, schools, communities and curriculum for Culturally Appropriate Education. He ends with Checklist for Teachers in Cross-Cultural Schools. My passion as a teacher is inclusivity for my students. Based on the theories, testimonials, and expert citations, Culturally Appropriate Education would benefit my students and others that struggle academically and socially in our current school environment.
There is no doubt that current practices are not beneficial to many students that do not fit into the dominate culture mainstream American school environment. A significant road block in adoption of a Culturally Appropriate Educational methodologies and academic environment would be getting policy makers, many of whom are of the dominate culture, to understand the need for change to a Culturally Appropriate Education.
The research of this article was mostly qualitative. Singh lead outlined the reasons and motivations for needing Culturally Appropriate Education in a wide range of academic setting. There was no specific data from studies that illustrates over a time span students immerged in academic settings that were Culturally Appropriate, actually were more successful than other students in mainstream programs. This could make it difficult for schools and policy makers to have buy-in to the validity of Culturally Appropriate Education and would hinder its adoption.
Connie Hahne
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