Culturally Responsive Teaching & Leading Standards (CRTL)

Standard 1: Knowledge of Self & Relationship to Others

VISION

The vision of this section is for CRTLs to be reflective and gain a deeper understanding of themselves and how they impact others. This self-reflective process will lead to more cohesive and productive student development as it relates to academic and social-emotional development for all students.

Lessons & Activities

Facing History- Own Identity Unit plans- https://www.facinghistory.org/resource-library/identity-and-community/who-am-i (This is the link for lesson 1- but at the bottom, if you click next lesson there are 10 different lessons- I use/adapt most of these in the first three weeks of class.)

Activities: (attached, resources and examples)

~Dodecahedron- put identities on each side, cut and glue/tape together.

~Identity Pie Charts

~We Wear the Mask

~Classroom display (put out a display of various items in the middle of the room- cover as students enter. After students in chairs have them write for a few minutes about ALL they see. Talk to neighbors about what they saw, then go to the other side of the room and talk to about what they saw and walk over to see another perspective.)

I am From Poem

I Am

Your name

I am from (two personal items from your childhood)

I am from (a phrase describing your childhood home)

I am from (three things that your mother or grandma used to say to you)

I am from (three dishes that you used to eat at home)

I am from (two people that used to live with you in your childhood)

I am from (in two words describe their character, tendencies or habits)

I am from (name two places in your neighborhood)

I am from (a phrase describing these two places)

I am from (two places where your ancestors come from)

I am from

http://www.georgeellalyon.com/where.html

Story of Self

A Single Story

Culture Circles

Draw a circle and write your name. Add connecting circles and write an important aspect of your culture in the satellite circles -- an identifier or descriptor that you feel is important in defining you.

1. Share a story about a time you were especially proud to identify with one of the descriptors you used above.

2. Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors.

3. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence:

I am (a/an) _____________________.

but I am NOT (a/an)_____________________.

Resources

Children's Books/Texts:

"My Name" by Sandra Cisneros (chapter in House on Mango Street)

"We Wear the Mask" by Paul Laurence Dunbar (mask attached to draw how we portray ourselves to the world- then compare this to their identity pie charts)

The Bear That Wasn't by Frank Tashlin

The Red Crayon by Michael Hall

Textbooks for Multicultural Education:

Gollnick D. & Chinn, P. (2009) Multicultural Education in a Pluralistic Society (10th ed.). Upper Saddle River: Pearson.

Nieto, S. (2018). Language, Culture and Teaching: Critical Perspectives for a New Century (3rd Ed.). Routledge Press.

Harvard Implicit Association Test (A tool for assessing your own implicit biases. The study takes about 10 minutes, and you’ll receive your IAT result at the end of the study.)

Ibram X. Kendi. (2019). How to Be an Anti-Racist (Short video with best-selling author Ibram X Kendi defining what it means to be Anti-Racist and discussing the importance of working to be Anti-Racist.)

References

Brown, E. (2019). African American teachers’ experiences with racial micro-aggressions. Educational Studies, 55(2), 180-196.

Diangelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press: Boston, MA.

Flake, S. (2018). The skin I’m in. HarperCollins: New York, NY.

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagements and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press: New York, NY.

Henfield, M.S. (2011). Black male adolescents navigating microaggressions in a traditionally white middle school: A qualitative study. Journal of Multicultural Counseling and Development, 39(3), 141-155.

Kohli, R., and Solórzano, D.G. (2012). Teachers, please learn our names!: Racial microaggressions and the K-12 classroom. Race Ethnicity and Education, 15(4), 441-46

Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.

Mawhinney, L., and Rinke, C.R. (2019). There has to be a better way: Lessons from former urban teachers. Rutgers University Press: New Brunswick, NJ.

Paris, D., and Alim, H.S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.

Pérez Huber, L. (2011). Discourses of racist nativism in California public education: English dominance as racist nativist microaggressions. Educational Studies, 47(4), 379-401.

Schön, D.A. (1983). The reflective practitioner: How professionals think in action. Routledge: New York, NY.

Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A., Nadal, K.L., and Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American Psychologist, 62(4), 271.

Suggested Resources to Explore:

Adichie, C.N. (2009). The Danger of a Single Story. (A TedTalk on the importance of recognizing the multiplicity of life stories that make us who we are and the cultural misunderstandings that can happen if we limit views of others to just a single story.)

Kimberly Harden & Tai Harden-Moore. (2019). “Moving from Ally to Accomplice: How Far Are You Willing to Go to Disrupt Racism in the Workplace?” Diverse: Issues in Higher Education (An article that explains why being an ally isn’t enough.)

Willie Jackson. (2019). “To Promote True Advocacy, Don’t Be an Ally: Be an Accomplice.” From Day One. (An article from a business-focused website on the importance of being an accomplice.)

Ibram X. Kendi. (2019). How to be an Anti-Racist. Penguin. (Best-selling book that proposes ways to bring about change on both personal and systemic levels.)

Peggy McIntosh. (1989). White Privilege: Unpacking Your Invisible Knapsack (A groundbreaking article in the discussion of white privilege.)

Refinery 29. Why Are White People So Bad at Talking About Race? (An interview with Robin DiAngelo, the author of White Fragility.)

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