Sharroky Hollie, Ph.D., has spent nearly 25 years in education in varying roles such as a middle and high school teacher, central office program coordinator, assistant professor at California State University Dominguez Hills, and president/Chief Education Advocate for the Culture and Language Academy of Success, a K–8 independent charter school that espouses culturally responsive pedagogy as its primary approach.
"At the core of the iceberg are a culture's core values. These define the culture's ideas about what is good and bad, right and wrong, or acceptable and unacceptable. However, those values are somewhat vague if not put into practice. That happens at the level just below the surface, where unspoken rules are formed. "
"The central feature of CLR is the ethnocultural identity of the students, but not to the exclusion of the other identities that come with culture. Additionally, educators have to be responsive to gender culture, national culture, socioeconomic culture, and youth culture—or what I call the rings of culture. The figure above illustrates the rings of culture. Each of these rings is a potential source of responsiveness for the educator. Notice that race does not appear in the figure. "
CLASSROOM MANAGEMENT
ACADEMIC VOCABULARY
ACADEMIC LITERACY
ACADEMIC LANGUAGE
“CLR is the validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society.”
"There is growing evidence that strong, continual engagement among diverse students requires a holistic approach—that is, an approach where the how, what, and why of teaching are unified and meaningful (Ogbu 1995). "
-Raymond J. Wlodkowski and Margery B. Ginsberg