Analyzing Cultural Relevance In Instruction In Chapter 12 Wa

Analyzing Cultural Relevance In Instructionin Chapter 12 Wardle 2013

Analyzing Cultural Relevance in Instruction In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. After reviewing this material, for this assignment you will apply your knowledge of culturally relevant pedagogy as you propose solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class.

The video (Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas. A transcript of the audio is provided in the Instructor Guidance for this week along with other detailed assistance for completing this assignment. After reviewing the Instructor Guidance for this task, create your assignment to meet the content and written communication expectations below.

Paper For Above instruction

In this analysis, I will explore the student-teacher dynamic depicted in the cellphone video of Jeff Bliss’s meltdown at Duncanville High School and examine how culturally relevant pedagogy can address and improve this situation. The analysis involves four key questions: describing the problem, diagnosing its causes, proposing solutions, and evaluating potential outcomes, all within the context of fostering equity and cultural relevance in the classroom.

1. Description of the Problem

From Jeff Bliss’s perspective, the core issue appears to be a lack of engagement and respect in the classroom, which he perceives as failing to meet his educational needs and cultural identity. Bliss’s frustration stems from feeling ignored and disrespected when he voiced his concerns about the teacher’s approach, particularly regarding the teaching of history in a way that does not resonate with his experiences or interests. Conversely, from Ms. Phung’s perspective, the problem may be seen as a disciplinary issue—disruptive behavior that interferes with classroom management and the teacher’s authority. She might perceive Bliss’s actions as disrespectful or insubordinate, rather than as a cry for a more engaging and culturally relevant instruction.

2. Diagnosis of How the Situation Developed

The escalation to Bliss’s meltdown likely resulted from a combination of factors rooted in cultural disconnect and classroom dynamics. A probable cause is that the teaching approach was not sufficiently inclusive or reflective of students’ diverse cultural backgrounds, leading to feelings of alienation among students like Bliss. The classroom environment may have lacked opportunities for students to connect their own experiences and identities with the curriculum (Wardle, 2013). Furthermore, a perceived power imbalance—where the teacher’s authority overshadowed student voice—may have contributed to resentment and resistance. The setup of the classroom and pedagogical methods may have inadvertently reinforced cultural hegemony, benefiting the dominant cultural narratives while marginalizing others (Gay, 2010). The students, in this case, lose the chance for meaningful engagement, which could foster critical thinking and cultural pride. The teacher benefits from maintaining order, but at the cost of student alienation.

3. Proposed Solutions and Recommendations

Implementing a culturally relevant pedagogical approach can significantly improve the classroom climate and student engagement. Ms. Phung could respond differently by adopting strategies that recognize and validate students’ diverse backgrounds, interests, and cultural identities. For instance, incorporating students’ cultural narratives and community histories into lessons would promote relevance and respect. She could facilitate student-led discussions where students construct knowledge based on their experiences, aligning with Wardle’s (2013) emphasis on student agency. Additionally, integrating creative and interactive teaching strategies—such as project-based learning, debates, or multimedia presentations—can make lessons more engaging and meaningful. To get started, Ms. Phung would need professional development focused on culturally responsive teaching, resources for incorporating diverse perspectives, and opportunities for collaborative planning with students and community members.

On a broader scale, Ms. Phung should establish an inclusive classroom environment that emphasizes respect, shared authority, and cultural competence. Creating classroom norms that celebrate diversity and promote open dialogue is essential. By providing equitable learning opportunities—such as differentiated instruction and culturally relevant assessments—she can address varied student needs. Enhancing the use of community resources and involving families can further bridge home and school cultures, fostering trust and collaboration (Ladson-Billings, 1994). Using creativity more effectively might involve designing curriculum units that explore multiple perspectives, challenge dominant narratives, and encourage critical consciousness among students (Freire, 1970). Implementing these approaches requires careful planning, ongoing reflection, and supportive administration.

4. Evaluation of Proposed Solutions

Assessing the success of these strategies involves both formative and summative measures. Short-term indicators include increased student participation, positive classroom interactions, and expressions of relevance and engagement in class discussions. One year from now, I would expect to see a shift towards more student-centered activities, with students taking ownership of their learning and feeling valued for their backgrounds. Surveys and feedback sessions can gauge perceptions of inclusivity and respect. Additionally, academic performance and attendance data can serve as quantitative measures of increased engagement. Long-term success entails seeing students develop critical consciousness, appreciation of cultural diversity, and confidence in their identities. Teachers’ reflections and peer observations can also provide insight into the classroom climate and pedagogical effectiveness (Au, 2012). Continuous adjustments based on assessment data are necessary to refine these approaches.

Equity Strategies

Existing equity strategies in the classroom may include heterogeneous grouping, culturally responsive curriculum, and recognition of diverse cultural contributions. Additional strategies to meet all student needs involve implementing flexible assessment methods, providing language and cultural supports, and establishing peer mentoring programs. Creating student leadership opportunities and recognizing achievements from diverse cultural standpoints can foster a sense of belonging and respect. These strategies help ensure that instruction is equitable and responsive to the varied backgrounds of students.

Cultural Relevance Strategies

Evidence of culturally relevant pedagogy in the cellphone video includes the student’s passionate challenge to the teacher, reflecting a desire for respect and relevance in the curriculum (Ladson-Billings, 1994). To improve efficacy, strategies such as involving students in the construction of knowledge, addressing their cultural integrity, and building on their interests and linguistic resources could be implemented. For example, integrating students’ cultural stories and community issues into history lessons can foster deeper understanding and engagement. Additionally, promoting critical consciousness by encouraging students to analyze social norms and challenge dominant narratives can empower them to become active participants in their education (Freire, 1970). These strategies cultivate an inclusive, dynamic, and culturally sustaining learning environment.

References

• Au, W. (2012). Critical curriculum studies: Pedagogy, politics, and the community. Routledge.
• Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• Wardle, F. (2013). Human relationships and learning in the multicultural environment. Bridgepoint Education, Inc.
• Bliss, J. (2013, May 8). Student "Jeff Bliss" mad at teacher at Duncanville high [Video file]. Retrieved from https://www.youtube.com/watch?v=xyz