Assume Not..Culturally Responsive Teaching

While in Miami, I had the opportunity to work not just with a delightful Cuban-American student but also a number of students from a variety of other cultures. In one art class, there were three students from Venezuela, two from Columbia, two students of German descent and one who described herself as Puerto Rican and Italian. Not every art room will contain such a variety of cultures as this one did. Location often times determines the makeup of the classroom. In Wisconsin for example, one might assume that the classrooms are most likely children of European decent, however, Wisconsin is also home to a large population of Hmong. Our world has become one of immigration, migration and integration. Assumptions and stereotypes have to be left at the door. 

So how can teachers best connect with students from so many diverse cultures who are blending with the world around them? The answer is to be a "culturally responsive teacher." According to Christine Ballengee Morris, editor of the Art Education - National Art Education Association,  (65, NO.6) teachers need to respond to students' experiences. These experiences give guidance to the creation of transformative curriculum design.

After spending only a couple of days with a diverse group of students who attend Divine Savior Academy in Doral Fl, it became apparent that teachers who understands their students' experiences will have a greater chance of relating to their students. Notice, I said greater chance, there are limits I discovered.  I have learned that no matter how much research, interviewing and experience one may have with a culture (other than their own) one will never truly be able to understand all of the complicated facits that contribute to a culture. Culture is such a complicated concept. Defining it in other than a traditional sense proves to be a challenge. Especially considering that all cultures are influenced by not just their past but also by their current situations and experiences.

I was captivated by the stories that this group of students chose to share with me. First I was surprised by how well the students could define the word "culture." Even more surprising was all of the details and information they shared right off the top of their heads. For example some of the answers that they used to describe "culture" was: my family traditions, our customs, what we eat, how grandma dresses, how we decorate our home, and what we think. They then proceeded to give very descriptive examples of each. These answers came from 9, 10 an 11 year olds. Here, I was all ready to have a lesson on what defines culture. They actually taught me...

Here are a few examples of student work and what they knew about their culture and then what they found out about their culture.

Family Home in Puerto Rico 

Day 2: This young lady interview her grandmother and was told about how her mother, as a child  tried to wash the families clothes in the river. The current was too strong and she lost all of the clothes. 

Day 1: Home in Columbia.

Day 2

 This young man interviewed his grandparents and was told about a battle that occurred in Columbia. This is his symbolic interpretation of what he imagined the battle to be like.

More stories will be posted in the next month.

Miami is a place that begs one to respond to culture.