Rethinking English

Welcome

As classrooms become more diverse, there is greater need for teaching approaches that engender success for each student, especially those that have been traditionally marginalized. We know that traditional school and classroom structures have not always been nurturing for minoritized students; educational research highlights the benefits of culturally relevant and responsive pedagogies in boosting student engagement and ensuring equity of outcomes for each student. Culturally relevant practices seek to challenge deficit views and encourage teachers to hold high expectations for students, build cross cultural understanding and develop socio and political consciousness in order to effect societal change (Ladson Billings, 1994). Additionally, culturally responsive pedagogy acknowledges students’ cultural uniqueness and uses it to create and facilitate effective conditions for learning (Gay, 2000; Villegas and Lucas; 2002; Brown-Jeffy & Cooper, 2011).

Culturally responsive educators share a mindset - a particular set of dispositions and skills that enables them to effectively support students in diverse settings (Capacity Building Series K-12). These are identified by Villegas and Lucas (2002): socio-cultural consciousness; high expectations for all students; desire to make a difference; constructivist approach; deep knowledge of students; and culturally responsive teaching practices. Culturally responsive pedagogy also includes adopting an ethic of critical care, using diverse texts, democratizing learning spaces and activities, empowering learners to confront and challenge social injustice, and adopting an asset-based, growth mindset about students’ abilities. CRP also encourages us to centre students’ experiences and identities in our curriculum and instructional design. These texts and the introductory activities aim to have us reflect intensively on our classroom practices – text selection as well as instructional and assessment practices-as we seek to embed CRP in our teaching.

Donise Campbell-Scheffler

Culturally Responsive Pedagogy

CBS_ResponsivePedagogy.pdf

Developing Culturally Responsive Practices

Cultural Awareness and Responsiveness

Culturally Responsive Texts

Criteria and Rationale for Text Selection.pdf

Criteria for Culturally Responsive Texts

Synopsis of CRP Books PDSB 2017.docx

Text List

Peel CRP English Professional Development Resources

Rethinking High School English - May 15.pptx
Where did English come from.pdf

Where Did English Come From? by Robert Eaglestone.

Preparing Culturally Responsive Teachers.pdf

Preparing Culturally Responsive Teachers by Villegas and Lucas.

That is Just Good Teaching by Ladson-billings_1995.pdf

That's Just Good Teaching by G. Ladson-Billings

RAN Inquiry Chart.pdf

Reading and Analyzing Non Fiction RAN Inquiry Chart

Copy of Chapter 2 THUG Excerpt.pdf

Except from The Hate You Give by A. Thomas

Literacies Programs by Freebody and Luke.pdf

Literacies Programs by Freebody and Luke

Critical Discourse Analysis by S. McGregor.pdf

Critical Discourse Primer by McGregor

Diasporic Literature Then and Now.pdf

Diasporic Literature Theory: Where now? Ed. M. Shackleton

Add a voice to the CRP collection!

  1. Ensure your chosen text meets the criteria.
Criteria and Rationale for Text Selection.pdf

2. Copy the blank template into your google drive.

CRP Text Template Blank

3. Complete a blank CRP text template for your novel.

4. Review other text templates located to the right of the title on each page heading as guides and exemplars.

4. Send your completed CRP text template to marialuisa.lebar@peelsb.com for feedback.

Empowering our Students

FINAL Empowering Modern Learners Vision.pdf
CBS_DynamicLearning.pdf
growSuccess.pdf

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