MD4AssgnMelville CornwallA.doc - 1 Activity Log Common...

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1 Activity Log: Common Beliefs Survey and Activity Log Reflection Ashlyn Melville Cornwall Walden University Amy Summers EDUC- 6650 Enhancing Learning for Diverse Populations June 07, 2020
2 Activity Log: Common Beliefs Survey and Activity Log Reflection Ladson -Billings, 2005 states that "culturally responsive teaching calls for transformative change in serving all students and is the key to multicultural education" (cited in Yuan & Jaing, 2019). It is evident in the literature that culturally relevant teaching honors differences in race, ethnicity, language, and culture, particularly of those who are marginalized in the curricula presented in schools. High expectations of students must be maintained; hence teachers are required to respond by implementing activities that challenge and break the barriers that affect their diverse and underserved students. In this paper, the various issues that affect students' social development will be identified and explored, seeking to show a correlation between personal experience and literary support. "What is culturally relevant, pedagogy ." In my research, I came to understand that culturally relevant pedagogy applies to the use of students' culture as a vehicle for learning. It is the use of cultural knowledge, experiences, and viewpoints of students of ethnic minority so that their learning becomes more relevant and effective for them" (Garcia & Chun (2016) in Talpade & Talpade, 2020; Chase, 2019). In this type of pedagogy, according to Ladson-Billings (2014), academic success must be experienced by students, cultural competence must be developed and /or preserved, and a deep level of consciousness through which students can challenge the status quo of the existing social order must also be harnessed and engrained. Consequently, as a teacher of culturally relevant pedagogy, I must be able to utilize the three areas mentioned 'to nurture and support' students as they strive for academic prowess. "What happens when teachers do not validate their students' racial and ethnic identities, and how does a culturally relevant curriculum validate students' cultural identity?" I see both being intertwined. Here in Trinidad and Tobago, race and ethnicity issues are not prevalent; the
3 racial divide in our classrooms is almost non-existent. The lack of such a divide is because all races celebrate each other's culture, which is heavily prescribed in our curriculum and our celebrations. Oakes & Lipton, 2007 state, "School and its primary components/activities- curriculum, teaching, and learning- is a major socio-cultural venue where experiences and identities are (re)invented, racialized, and remembered" (cited in Berry & Candis, 2013). Failure to validate students' racial and ethnic identities greatly impacts students' self-confidence and self- worth and sends a message of rejection. A person's cultural background forms who they are, and it is on this that a child's education should be built. As a person in authority, I must hold myself accountable to the standards I demand of my students (Hart, 2014), but to hold them to a

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