Toward a Theory of Culturally Relevant Pedagogy
In this episode I unpack Ladson-Billings’ (1995) seminal publication titled “Toward a theory of culturally relevant pedagogy,” which influenced much of the discourse around culturally relevant pedagogy in computer science education.
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Welcome back to another episode of the
CSK8 podcast my name is jared o'leary
in this week's episode i'm going to
unpack the paper titled toward a theory
of culturally relevant pedagogy
by gloria ladson billings but before i
do that i want to give a quick shout out
to
the username ms b tech who left a review
on apple podcast
thank you so much for your kind review
it really does mean a lot to me and
please let me know if there's anything i
can do
to use my power and privilege to help
you now i'm not going to read the review
out loud because i think it's weird when
podcast hosts do that
i don't know why they do it to be honest
if someone wants to explain it to me
please let me know
anyways thank you ms b tech so today's
episode is going to discuss the seminal
paper
that launched the culturally relevant
pedagogy movement
i've previously talked about crp in
other episodes
such as the episode where i unpacked the
scratch encore curriculum
or at least the paper about it however
this is
a paper that was written in 1995 for the
american educational research journal
and it is the seminal paper on this
topic so we're going straight to the
source here
even though it's multiple decades old it
is very relevant today especially at the
time that this is being released
now what's nice is the link in the show
notes
which can be found in the app that
you're listening to this on or by
visiting jaredlery.com
if you click on the paper title you can
go straight to the paper and read it
off for free in a pdf form and if you
click on the author's last name
then it'll take you to her google
scholar profile where you can read
many more works written by gloria ladson
billings
okay so here's the abstract for the
paper
quote in the midst of discussions about
improving education
teacher education equity and diversity
little has been done to make pedagogy a
central area of investigation
this article attempts to challenge
notions about the intersection of
culture
and teaching that relies solely on
microanalytic or macroanalytic
perspectives
rather the article attempts to build on
the work done in both of these areas and
proposes a culturally relevant theory of
education
by raising questions about the location
of the researcher and pedagogical
research
the article attempts to explicate the
theoretical framework for the author and
the nexus of collaborative and reflexive
research
the pedagogical practices of eight
exemplary teachers of african american
students
serve as the investigative site their
practices and reflections
on those practices provide a way to
define and recognize culturally relevant
pedagogy
end quote so the publication itself is
actually guided around some of the
following questions which are on page
quote what constitutes student success
how can academic success and cultural
success
complement each other in settings where
student alienation and hostility
characterize the school experience
how can pedagogy promote the kind of
student success that engages larger
social structural issues in a critical
way how do researchers recognize that
pedagogy
in action and what are the implications
for teacher preparation generated by
this pedagogy end quote
so if i were to summarize this paper
into a single sentence i'd say that this
paper outlines the origins of culturally
relevant pedagogy
it provides examples of what culturally
relevant pedagogy looks like in practice
and it unpacks culturally relevant
pedagogy in relation to self and other
social relations and knowledge in the
classroom now you may have gathered this
from hearing
the abstract that this is written for
teacher educators so academics scholars
if you're not used to reading academic
discourse on pedagogical theories
perhaps listen to this episode and watch
the webinar linked in the show notes
where
gloria ladson billings discusses crp in
relation to schooling in the times of
covid
and then after you've kind of gone
through those two things i highly
recommend coming back to this paper and
reading the paper itself
because there's a lot of great content
in there that i really think all
educators
should take some time to read through
okay so this paper begins with a short
description
of different approaches at that time
again 1995
such as culturally appropriate
culturally congruent
and culturally compatible teaching some
of the example studies incorporated like
hawaiian and native american cultures
within their respective communities
and it resulted in an increase in
standardized tests and general academic
performance
here's a quote from page 467 quote by
observing the students in their home
community environment teachers were able
to include aspects of students
cultural environment in the organization
and instruction of the classroom
end quote so in times of covid we might
think about how
might we use our ability to see a little
bit more about a kid's home life
to learn more about them as individuals
and the cultures that they are a part of
now that being said the author mentions
that culturally appropriate culturally
congruent and culturally compatible
teaching
quote have several common features each
locates the source of student failure
and subsequent achievement within the
nexus of speech and language interaction
patterns of the teacher and the students
each suggests the student's success
quote
is represented in achievement within the
current social structures
extend in schools thus the goal of
education becomes how to quote
fit students constructed as quote other
by virtue of the race ethnicity language
or social class into a hierarchical
structure that is defined as a
meritocracy
however it is unclear how these
conceptions do more than reproduce the
current inequalities
end quote so one way that we might
describe this is it's kind of the
assimilation approach so you're going
we're going to start with your culture
and we're going to simulate
you into our culture which can position
things as a right and wrong so like
the way that you're doing things is not
correct so we're going to make you do
things our way
now lats in billings refers to
pedagogy's quote that not only address
student achievement but also helps
students to accept and affirm the
cultural identity
while developing critical perspectives
that challenge any qualities that
schools
and other institutions perpetuate in
quote from page 469
she refers to those as culturally
relevant pedagogy
so in the next section the author
mentions that there's this illusion
around theory in that even if you think
you're not explicitly operating
under a particular educational or
pedagogical theory
you are so as a result we should try and
actively
explore how these various educational
theories are informing our own practices
to better understand
why we are doing what we are doing so in
particular we can think of
epistemologies which are like our ways
of knowing
and learning we can look at ontologies
which are like our ways of being
and we can look at axiologies so our
ways of valuing
so if we look at those three things and
obviously others
this can give you a pretty good idea of
how different theories are
impacting your understanding of what we
know
what we are doing or are
and what we value okay so crp was
actually developed
out of working quote with a group of
eight teachers
in a small less than three thousand
students predominantly african-american
low-income elementary school district in
northern california end quote
from page 471 teachers have between
quote
most of it with african-american
students
end quote that's from page 473 and the
study itself
had four phases to it so the first phase
was interviewing the teachers
the next phase was an average of three
observations each week over a two year
period
which is a very long period for
educational studies
and then phase three was kind of
overlapping with phase two and it was
videotaping these observations and then
phase four was actually having the
teachers watch each other's video tapes
and engaging in
ten meetings of two to three hours each
to discuss each teacher's quote
analysis and interpretation of their own
and one another's practice
end quote from page 472
in addition latin billings began looking
for expert teachers by asking parents
for examples of
exemplary teaching then would meet with
a group of these teachers to kind of
discuss their approaches
so through these discussions they talked
about a variety of topics now one of the
things that's really interesting
is when it came to common threads around
caring for students
they focused on quote the implications
of the work had on their students lives
the welfare of the community
and unjust social arrangements thus
rather than
the idiosyncratic caring for individual
students for whom they did seem to care
the teachers spoke of the import of
their work for preparing the students
for confronting
inequitable and undemocratic social
structures
end quote from page 474 so in other
words
teachers were really focused on helping
kids
and situating their learning within the
health and welfare of the community
while also discussing unjust social
arrangements
which we'll talk about later in this
episode now one of the interesting
quotes about this is how teachers
responded to
practices that they disagreed with so
here's a quote from page 474
quote the teachers demonstrated this
ethic of personal accountability in the
kind of pedagogical stands they took
several of the teachers spoke of defying
administrative mandates in order to do
what they believe was right for students
others gave examples of proactive
actions they took to engage in
pedagogical practices
more consistent with their beliefs and
values for example
one teacher was convinced that the
school district's mandated reading
program
was inconsistent with what she was
learning about literacy
teaching learning from a critical
perspective she decided to write a
proposal
to the school board asking for
experimental status
for literacy approach she wanted to use
in her classroom
her proposal was buttressed by current
research and literacy
and would not cost the district any more
than the proposed program
ultimately she was granted permission to
conduct her experiment
and its success allowed other teachers
to attempt it in subsequent years
end quote i love this approach however
i want to point out that the more
cultural capital that you have
and the more that you can cite research
the better
and by cultural capital i mean like the
things that are valued within your
school in terms of making you
appear as an expert in the eyes of other
administrators or school board members
or whatever
so for instance years teaching in the
classroom advanced degrees things like
that are all forms of cultural capital
so are like teaching awards and parent
reviews
things like that now if you don't have
that kind of cultural capital one of the
things that i recommend is pointing
towards other people in particular other
researchers and scholars
who do have some capital that you can
cite or use
to assist with experimenting with
different approaches
so for example i don't go by dr o'leary
unless i'm encouraging someone to use my
title
to assert a claim that supports
something that they are actually
fighting for
and that i've also stated during like a
presentation or publication
so for example if i say something in
this podcast that's based on research
and that you agree with and you really
want to try in the classroom and then
you have an administrator that's like
yeah i don't really know about that idea
you can be like well
actually dr o'leary says blah blah
because of
blah blah research and then that often
times is enough cultural capital to
at least let an administrator listen to
what you're talking about sometimes
okay so that's kind of what led to the
development of this
theory so now we're going to actually
talk about the three main areas
so the theory of culturally relevant
pedagogy seeks to quote
produce students who can achieve
academically
produce students who demonstrate
cultural competence and develop students
who can both understand and critique the
existing social order
end quote that's from page 474
so in other words there are three main
areas academic achievement
cultural competence and critique so
we're going to unpack all of those
now in her study and other studies that
she has cited lads and billings mentions
that
students achieved academically this is
important to note because some people
think that this is a watering down of a
curriculum or students are
unable to achieve if you're deviating
from what is
typically done in a classroom setting or
what a curriculum it recommends
however lads and billings insist that
quote culturally relevant pedagogy must
provide a way for students to maintain
their cultural integrity while
succeeding academically end quote
from page 476 so it's not just learning
about a culture or incorporating it into
a classroom
it's succeeding academically while
maintaining cultural integrity so here
are some examples
of how this was done so exploring poetry
through rap
lyrics encouraging a student who took a
lot of pride in their cultural
background
but got in a lot of trouble through
those expressions of their cultural
background to actually run
for sixth grade president which he won
and then a third example that
is given is encouraging kids to take on
the role of academic leaders
so here's a quote from page 476 quote
their academic leadership allowed their
cultural values and styles to be
appreciated
and affirmed because these
african-american male students were
permitted
indeed encouraged to be themselves in
dress language style
and interaction styles while achieving
in school the other students who
regarded them highly
because of their popularity were able to
see academic engagement as cool
end quote so in other words the first
area academic achievement
kids need to succeed academically and
two cultural competence
go hand in hand in that you can
integrate cultural competence
in a way that supports academic
achievement
okay so now the third major point of
crp is the critique specifically
critiquing the existing social order
so lads and billings notes that quote
not only must teachers encourage
academic success and cultural competence
it must help students to recognize
understand and critique
current social inequities this notion
presumes that teachers themselves
recognize social inequalities and their
causes however
teacher educators have demonstrated that
many prospective teachers
not only lack these understandings but
reject information regarding social
inequity
end quote as from pages 476 to 477
now if you're unfamiliar with some of
the social inequalities around race
check out the show notes from the i
can't breathe unpacking scholarship
episode
that i released a few episodes ago
you'll literally find hundreds of
resources and suggestions of where to
learn more
and upcoming podcasts are also going to
have more resources
and scholarship and interviews etc to
further unpack this
okay so what are some examples that were
provided of critiquing existing social
order
right now we can probably think of
several off the top of our heads in
terms of
what i just mentioned with the i can't
breathe movement with what happened with
george floyd with
the countless other people who have been
systematically
oppressed or violently murdered but here
are a couple of examples from the
publication itself
in relation to what teachers did in the
classroom
so here's a quote from page 477 quote
one teacher worked with her students to
identify poorly utilized space in the
community
examine heretofore inaccessible archival
records about the early history of the
community
plan alternative uses for a vacant
shopping mall
and write urban plans which they
presented before the city council
end quote as another example from middle
school kids in dallas texas
quote zoning regulations in the city
made some areas dry
while the student's school was in a wet
area
the students identified the fact that
schools serving white
upper middle class students were located
in dry areas while schools in poor
communities were in wet areas
the students assisted by their teacher
planned a strategy for exposing this
inequality
by using mathematics literacy social and
political skills
the students were able to prove their
points with reports
editorials charts maps and graphs
in both of these examples teachers
allowed students to use their community
circumstance as
official knowledge their pedagogy and
the student's learning
became a form of cultural critique end
quote from page 477
i hope all you are listening to that
particular quote you were thinking of
the potential for computer science in
that scenario for example as
data analysis or data representation
very easily able to integrate computer
science
into a project like that and connect it
with other subject areas
okay so quick summary so we have
academic achievement cultural competence
and critique of existing social orders
those are the three main pillars if you
will
of culturally relevant pedagogy and
we kind of talked about some examples of
them now all three of those things
have been discussed in previous episodes
in terms of we want kids to be
successful academically and in life
we want kids to be able to bring their
own interests or cultures into what they
do
and then we've had some guests who have
talked about different critiques some of
the upcoming interviews that are going
to be released we'll
dive into that a little bit more the
third pillar critiques of existing
social orders
so stay tuned for more episodes related
to that
okay so now we're going to talk about
some of the pedagogies that were used
and these pedagogies were around three
broad propositions
and they are quote the conceptions of
self and other held by culturally
relevant teachers
the manner in which social relations are
structured by culturally relevant
teachers
the concepts of knowledge held by
culturally relevant teachers end quote
so we have the conceptions of ourself
and others social relations
and conceptions of knowledge so let's
unpack each of those
so regarding teachers conceptions of
self and others
teachers quote believed that all these
students were capable of academic
success
saw their pedagogy as art unpredictable
always in the process of becoming
saw themselves as members of the
community saw teaching as a way to give
back to the community
believed in the freyrian notion of
teaching as mining or pulling knowledge
out
in quote thus from pages 478-479
now i'll talk about paulo freyr in a
future episode
or we'll unpack pedagogy of the
oppressed but that's down the road
now if you're listening to that and are
thinking okay that just sounds like good
teaching
lads and billings has an excellent quote
that i'll read to you at the very end so
stay tuned
for the end of this episode okay so
here's another quote that's important to
point out this is page 479
quote absent from their discourse about
students was the language of lacking
students were never referred to as being
from a single parent household
being on afdc welfare or needing
psychological
evaluation instead teachers talked about
their own shortcomings and limitations
and ways they needed to change to ensure
student success
in quote i love that quote especially
that last sentence about
being open with your own shortcomings
and limitations as an educator
and explaining how you're continuing to
learn and grow to try and help the kids
that you're working with
many of the guests have reiterated
similar notions
off the top of my head in particular the
interview with katie henry and the
interview with bob irving
we talk about stuff like this here's
another important quote related to
conceptions of self and others that's
also from page 479
quote the teachers made conscious
decisions to be a part of the community
from which their students come
three of the eight teachers in this
study live in the school community
the others made deliberate efforts to
come to this community for goods
services and leisure activities
demonstrating their belief in the
community as an
important and worthwhile place in both
their lives and the lives of their
students
end quote this is very important it's
important because it helps with
preventing teachers from seeming like an
other
as an outsider if there are ways that
you can connect with your community
members
in the schools that you're working with
if you live close enough to do that or
within the community
there's some great suggestions in here
in terms of thinking through
how you can be known and just know and
learn from the communities in which you
work with
okay so let's talk about the second
broad proposition which has to do with
social relations
so teachers quote maintain fluid student
teacher relationships
demonstrate a connectedness with all of
the students
develop a community of learners
encourage students to learn
collaboratively and be responsible for
another end quote so an example of this
that's pointed out by lats and billings
is that
kids had the opportunity to teach and
learn from each other
this was encouraged by the teachers in
fact it was encouraged by all
of the teachers so lads and billings in
particular on page 480 mentions quote
all of the students were made aware that
they were expected to excel at something
and that the teacher would call on them
to share that expertise with classmates
the culturally relevant teachers
encourage community of learners rather
than competitive
individual achievement by demanding a
higher level of academic success for the
entire class
individual success did not suffer
however
rather than lifting up individuals and
perhaps
contributing to feelings of pure
alienation the teachers made it clear
that they were working with smart
classes
for many of the students this
identification with academic success was
a new experience
end quote i love this quote but based on
more research related to like fixed and
growth mindsets
rather than saying that a class is smart
which would be more along the fixed
mindset for
those of you who have read carol dweck's
stuff i would argue that we should
instead say
that the classes are putting in a lot of
effort toward their own learning rather
than saying that they're smart
and perhaps i'll do an episode that kind
of unpacks carol dweck's notion of
fixed versus growth mindset if that's
not familiar with
this audience although it's kind of
become buzzwords so
likely you are so here's an example from
page 481
that kind of contextualizes things quote
one teacher used a buddy system
where each student was paired with
another the buddies checked each other's
homework and class assignments
buddies quiz each other for tests and if
one buddy was absent it was the
responsibility of the other to call cy
and to help with makeup work the
teachers used this ethos
of reciprocity and mutuality to insist
that one person's success
was the success of all and one person's
failure
was the failure of all these feelings
were exemplified by the teacher who
insisted
quote we're a family we have to care for
one another
as if one survival depended on it
actually it does
end quote page 41. so i don't know about
you but when i first read that quote i
thought it was very similar to paired
programming but it dives deeper into the
accountability over
one long term and two both
accountability inside and outside the
classroom so if a kid is absent then
having their partner work with him
reach out to them figure out how they
can help them outside of
school which i think is really neat okay
so those are some of the examples and
suggestions for
the second broad proposition regarding
social relations so now the last one
which is regarding
conceptions of knowledge so teachers
believed that
quote knowledge is not static it is
shared
recycled and constructed knowledge must
be viewed critically
teachers must be passionate about
knowledge and learning teachers must
scaffold or build bridges
to facilitate learning assessment must
be multifaceted
incorporating multiple forms of
excellence in quote from page 41.
i would highly recommend listening to
that again except some excellent advice
all right so here's some examples so one
example is that a teacher had students
identify their areas of expertise early
in the year
they then created a list that shared
their expertise
with the rest of the class so that way
kids could know who to go to when
discussing certain topics and wanting to
learn more about something
and then later students actually
presented on their expertise to the
class
in addition students were frequently
encouraged to ask why so for example
asking the question why are we learning
this which i love
i personally had that question a lot in
school and honestly never really got a
good answer
now teachers sometimes responded by
posing the question to the class
or by offering quote an explanation and
then ask
are you satisfied with that answer if a
student said yes
she might say you shouldn't be just
because i'm the teacher doesn't mean i'm
always right
the teacher was careful to help students
to understand the difference between an
intellectual challenge
and a challenge to the authority of
their parents thus
just as the students were affirmed in
their ability to code switch
or move with facility in language
between african-american language and a
standard form of english
they were supported in the attempts at
role switching between school and home
end quote from page 482. now this is an
excellent point
i strongly encourage kids to question
what i was doing and for
ask why i was doing stuff and to
challenge me
on some of my rationales whether this is
with elementary kids or
university students or whatever however
i didn't do the second part which was
making note that the way that you are
challenging me here is different than
the way that you
should probably talk to your parents i
think that's a really good point
to point out okay so that's kind of the
three broad propositions
so just a very quick summary of
culturally relevant pedagogy so one
it requires academic achievement two it
requires cultural competence
three it requires a critique of some of
the existing social orders
and then the pedagogies that kind of
assist this approach
include thinking through conceptions of
the self and other
the social relations that you have with
the kids and communities that you work
in
and then your own conceptions of the
knowledge in relation to
your pedagogy and the classroom now that
you've heard more about culturally
relevant pedagogy
here's a quote that i was teasing
earlier in this podcast quote
a common question asked by practitioners
is isn't what you describe just good
teaching
and while i do not deny that it is good
teaching i pose a counter question
why does so little of it occur in
classrooms populated by african american
students
end quote page 484
and honestly quite a mic drop to have in
your summary
or conclusion of a paper okay so
one question that i have lingering
question because i like to do these when
unpacking scholarship always thinking of
what if or why or how or
etc is what can we as cs educators do
to continue to learn more about crp and
incorporate it into our practices
again i mentioned that there's a webinar
that has been recorded that i share in
the show notes
where gloria ladson billings kind of
unpacks this
in relation to today and covid and what
these practices could potentially mean
i highly recommend going there for some
resources but i also recommend just
learning more
about crp learning more about injustices
that are going on and then
doing something about it i know i'm
doing that i'm trying to i'm
intentionally trying to learn
and share new things each day and the
process can be difficult at times
but i highly recommend everyone do it
it's definitely worth the efforts
i hope this podcast episode teased you
to want to go and read the article
it is a very good article and again you
can just click on the title
in the show notes or the article and
it'll take you directly to a pdf of it
you can access it for free
which again you can find the show notes
in the description that you're listening
to this on
or by visiting jared o'leary.com only
thing that i ask
after having listened to this episode is
share this with somebody else
crp is something that we need to be
discussing more in computer science
education
and i plan on unpacking more papers
and having more interviews that discuss
this specifically in relation to
computer science education
thank you so much for listening to this
episode i hope you're all
staying safe doing well i hope you stay
tuned next week
which will be an interview and then the
following week which will be another
unpacking scholarship episode
hope you all have a wonderful week
Article
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491.
Abstract
“In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.”
My One Sentence Summary
This paper outlines the origins of culturally relevant pedagogy, provides examples of what culturally relevant pedagogy looks like in practice, and unpacks culturally relevant pedagogy in relation self and other, social relations, and knowledge in the classroom.
Some Of My Lingering Questions/Thoughts
What can we as CS educators do to continue to learn more about CRP and incorporate it into our practices?
Resources/Links Relevant to This Episode
Other podcast episodes that were mentioned or are relevant to this episode
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Rather than listen to this week’s planned unpacking scholarship episode, please take the time to learn from the anti-racism resources in the show notes, then share and respectfully discuss them with others.
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micro:bit, Rhizomatic Learning, and CS for Healing with Katie Henry
In this interview with Katie Henry, we discuss the micro:bit and the do your :bit challenge, rhizomatic learning, the potential for CS for healing, and much more.
In this episode I unpack Kallia and Cutts’ (2021) publication titled “Re-examining inequalities in computer science participation from a Bourdieusian sociological perspective,” which uses Bourdieu’s discussions of capital, habitus, and field to analyze 147 publications on CS interventions.
Scratch Encore: The Design and Pilot of a Culturally-Relevant Intermediate Scratch Curriculum
In this episode I unpack Franklin et al.’s (2020) publication titled “Scratch Encore: The design and pilot of a culturally-relevant intermediate Scratch curriculum,” which introduces the Scratch Encore curriculum and provides a quick summary of positive feedback from the teachers who used the curriculum during a pilot year.
The Shire as Metaphor for Systemic Racism with Joyce McCall
In this interview with Joyce McCall, we unpack and problematize some of the issues around race and racism in relation to education. In particular, we discuss the importance of allies not only showing up to support marginalized or oppressed groups, but staying when conversations get uncomfortable; the Shire from the Lord of the Rings as a metaphor for hegemony and systemic racism; as well as a variety of theories such as critical race theory, double consciousness, cultural capital; and much more.
More episodes related to culturally-relevant pedagogy/curricula
Building Culturally Relevant Schools Post-Pandemic with Dr. Gloria Ladson-Billings
Check out this webinar for suggestions on how to apply culturally relevant pedagogy in schools post-pandemic
Learn more about fixed vs growth mindset by reading Mindset: The New Psychology of Success by Carol Dweck
Find other CS educators and resources by using the #CSK8 hashtag on Twitter
Free CS Resources I Have Created
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