Citation of “Culturally relevant pedagogy: Ingredients for critical teacher reflection”

Article Summary

Howard points out the need for proper critical teacher reflection about practices specifically in light of the non-existent culturally/racially homogeneous class. Related literature suggests that such reflection can help teachers to perceive the cultural and social capital that students possess, which can, in turn, be used as learning tools.  Not only does Howard stress reflection as it pertains to students, he also emphasizes the importance of teacher self-identity in this equation. Howard, who offers a course to pre-service teachers, provides five suggestions on moving from critical reflection to culturally relevant teaching.

Article Assessment

This article offers an extensive overview of the literature on what it means to take part in critical reflection. What is most helpful, though, is the time the author takes to link the reflection to improvement of practice. There is so much that culturally diverse students stand to gain during their class experience, as a result of this process. Howard offers teachers tools for application through the both the suggestions and specific questions that could be used to guide reflection. My own project will focus on the same matter.

Key Quotations

On Teacher Self-knowledge

“What is important, within a culturally relevant pedagogical framework, is for teachers to ask themselves the important question of does "who we are" contribute to the underachievement of students who are not like us? Critical reflection can be useful in helping teachers to recognize if they consciously or sub-consciously subscribe to deficit-based notions of culturally diverse students” (p.8).

On the Need to Reconceptualize Teaching Practices

“More importantly, teachers need to understand that racially diverse students frequently bring cultural and social capital to the classroom that is often times drastically different from mainstream norms and worldviews. Teacher practice and thought must be re-conceptualized in a manner that recognizes and respects the intricacies of cultural difference, and construct pedagogical practices in ways that are culturally relevant and socially meaningful” (p.5).