Culturally Responsive Education

The result of inequity in our schools is that students become dependent learners, so ultimately, it is all about helping students not only reclaim their sense of confidence but be the leaders of their own learning – getting them to the point where as independent learners they are carrying the majority of the cognitive load – they self-initiate.

When working with teachers, I don’t start by talking about implicit bias, as that often limits the focus to issue of social justice and for many, produces defensiveness, which is not a good motivator for change. Instead, I start with asking: Who is carrying the cognitive load in the classroom? We anchor our work around instruction and then educators are able to see why examining issues of deficit thinking and implicit bias need to be addressed if we don’t want students to feel they’re in a hostile learning environment.

You cannot “PD” your way to culturally responsive classrooms. Collaborative inquiry offers the opportunity to really see the dynamic dance we do with our students when they struggle. It’s not about giving teachers a single strategy, but getting them to see themselves as the catalyst to get the student to change his learning moves.

- Zaretta Hammond Interview Excerpt (Full Interview found HERE)

Dickson Culture Statement: We want our school to be a place where our students and staff feel safe, loved, supported, and valued by one another. We empower each other to do hard things. We strive to be lifelong learners.