Cultural Responsive Pedagogy as Pedagogy of Love

Culturally Responsive Pedagogy Culturally Responsive Pedagogy as Pedagogy of Love: Towards Equity and Inclusivity in Education Dr. Nityananda Pradhan Professor of Education (Rtd.) Former Principal, Regional Institute of Education, NCERT, Bhopal E-mail: npradhan17@rediffmail.com/ npradhan71@gmail.com. Mob: 9402394365/7008384850 Cultural Diversity and Educational Practices Students bring their own individual approach, talents and interests to the learning situation. An individual learner's culture, family background, and socioeconomic level affect his or her learning. The context in which someone grows and develops has an important impact on learning. These beliefs, principles and theories have an important impact on the opportunities for success for every student in our schools. Despite acknowledgment of important differences among learners, uniformity continues to dominate school practices. Teachers continue to treat all learners alike.  More than 50 years ago, Cantor (1946/1972) observed that "the public elementary and high schools, and colleges, generally project what they consider to be the proper way of learning which is uniform for all students". Most schools still function as if all students were the same. Students use the same textbooks and the same materials for learning. They work at the same pace on the same quantity of material. They study the same content and work through the same curriculum on the same schedule. Teachers talk with whole groups of students, delivering the same information at the same time to everyone and are heavily biased toward uniformity over diversity. This is a realistic perspective, but we must address the imbalance between uniformity and diversity with attention to social justice. We need to decide what should be uniform for all students and what should be diverse and accordingly strive toward putting into practice. Every student deserves to be treated with respect. Every student should have an opportunity to reach his or her individual potential. Every student should master specific basic skills. The challenge is to identify what should be the same in schools and what should be different. We need appropriate uniform standards but not standardization.  It's important to decide: What outcomes should be expected for all students? What experiences should every student have? What curriculum should be uniform? How can educators work toward a common mission while honoring diversity?   Culturally Responsive Pedagogy: Historical Context Culturally relevant teaching was made popular by Dr. Gloria Ladson-Billings in the early 1990s (Gay, 2010). She defined the term as one "that empowers students to maintain cultural integrity, while succeeding academically." (Ladson-Billings, 1995). This has become popular and accepted in the education field. The theory behind culturally relevant teaching is concerned with helping culturally diverse students excel in education (Castagno and Brayboy, 2008). Researchers argue that there are gaps in academic achievement between mainstream culture and ethnic cultural groups. Often, culturally diverse students are placed in special education classes simply because of linguistic and cultural differences (Artiles, and Harry, 2006). On the other hand, some researchers and teachers believe that education should be adapted to "match the cultures students bring with them from home." (Castagno, and Brayboy, 2008). Geneva Gay, who has contributed significantly to the progression of culturally relevant teaching, has expanded the traditional view of culture beyond race and ethnicity and says, "Even without being consciously aware of it, culture determines how we think, believe, and behave" (Castagno & Brayboy, 2008). Thus, the teacher who practices culturally relevant teaching understands that culture manifests in ways students prefer to learn. A culturally responsive teacher uses differentiated instruction to adapt learning to a student's culture. Many of these researchers and educators support the constructivist theories of education as they value multiple cultural viewpoints (Kea, Campbell-Whatley and Richards, 2006). In constructivism, learners are taught to question, challenge, argue, and critically analyze information rather than blindly accept what it taught. James Banks lays out 5 dimensions of multicultural education that laid the foundation for culturally relevant teaching: (1) The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in their teaching practice; (2) The second dimension requires learners to question and critically analyze the previously accepted curriculum; (3) In the third dimension, the focus of teaching shifts to encouraging cross-cultural interactions in order to reduce prejudice; (4) The fourth dimension is equitable pedagogy, where the teacher tailors teaching methods to ensure success of students from all cultures; and (5) If the fourth dimension is successful, it will manifest into fifth dimension of an empowered school culture. The fourth and fifth dimensions are the perfect example of culturally relevant teaching. Teachers, who achieve these dimensions, embrace a mindset of social justice NEP 2020: Equitable and Inclusive Education Inclusive and equitable education is critical to achieving an inclusive and equitable society in which every citizen has the opportunity to contribute to the nation. India is committed to adopt the global education development agenda 2030 reflected in the Goal 4 (SDG4) for Sustainable Development, which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. The National Education Policy 2020 also reaffirms that one of the major goals of education at all levels is to bridge the gender and social category gaps in access, participation, and learning outcomes in education. Therefore, education system must provide opportunity to all children to learn and excel irrespective of their circumstances of birth or background. In this context, the Policy recognizes the importance of creating enabling mechanisms for education of Children with Special Needs (CWSN) or Divyang;, girl children, transgender; and children belonging to Scheduled Castes, Scheduled Tribes, minority communities, and the Other Backward Classes (OBCs). The Policy has brought out a host of recommendations, including declaration of the regions of the country with large populations from socially and educationally-disadvantaged (SEDGs) as Special Education Zones (SEZs), where all the schemes and policies are implemented with additional concerted efforts, e.g. creation of ‘Gender-Inclusion Fund’, strengthening and expansion of Jawahar Navodaya Vidyalayas and Kasturba Gandhi Balika Vidyalayas, integration of children with disabilities, recruitment of special educators with cross-disability training, promotion of alternative forms of schools, scholarships and other schemes available to students from SEDGs, recruit more high-quality teachers and leaders from SEDGs, and aligning curriculum with human values such as respect for all persons, empathy, tolerance, human rights, gender equality, non-violence, global citizenship, inclusion, and equity. In order to meet the goals of equity and inclusion specific to higher education, some additional actions have been recommended to be adopted by all Governments and HEIs (NEP Para 4.4.2, pp.41-42) Understanding Culture and Pedagogy Culture: Culture is the shared perceptions of a group’s values, expectations and norms. It reflects the way people give priorities to goals, how they behave in different situations, and how they cope with their world and with one another. People experience their social environment through their culture. Culture is transmitted from generation to generation. Culture goes much deeper than typical understandings of ethnicity, race and/or faith. It encompasses broad notions of similarity and difference and it is reflected in our students’ multiple social identities and their ways of knowing and of being in the world. In order to ensure that all students feel safe, welcomed and accepted, and inspired to succeed in a culture of high expectations for learning, schools and classrooms must be responsive to culture. Pedagogy: The term Pedagogy is derived from the ancient Greek word “pedagogues” means the slave who took little boys/girls to school. Broadly, the term refers to the philosophical framework for our teaching: The art and science of teaching for learning; the lens in which we plan, carry out and reflect on our teaching; and a deliberate attempt of improving learning process by considering the nature of learner, contents, methods, media, and other aspects of the environment. It is created from theories of learning. The core principles of teacher’s pedagogy, inter alia, include: commitment to students and learning, knowledge base on subject, knowledge of how to teach those subjects, knowledge of ICTs and their usage, managing and monitoring student learning, thinking systematically about his practices, learning from experiences, and becoming member of learning communities Culturally Responsive Pedagogy Culturally responsive or relevant Pedagogy is a pedagogical framework that respects the backgrounds and contemporary circumstances of all learners regardless of individual status, and employs learning processes that embrace the needs, interests, and orientations found among them (Wlodkowski and Ginsberg). It is grounded in teachers' demonstrating cultural competence: skill at teaching in a cross-cultural or multicultural setting (Gay, 2010; Diller and Moule, 2005). They enable each student to relate course content to his or her cultural context (Scherff and Spector, 2011). The culturally relevant teaching has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds. It provides a framework for building an inclusive education system and identifies ways to remove discriminatory biases and barriers to student achievement and well-being. By making education culturally relevant, it is thought to improve academic achievement (Curwin and Lynda, 2003). Although majority of this practice is undertaken in a school setting, reportedly the practice has been implemented within higher education environment (Baumgartner and Johnson-Bailey, 2008). Gloria Ladson-Billings (1994) introduced the term “Culturally Relevant Teaching” to describe teaching that integrates a student’s background knowledge and experiences into the curriculum and the teaching and learning process. There are three central tenets that support this pedagogy: (i) holding high expectations for all students; (ii) assisting students in the development of cultural competence; and (iii) guiding students to develop cultural consciousness. In this framework, the uniqueness of each student is not just acknowledged, but nurtured. Other theorists and practitioners of culturally responsive pedagogy (e.g. Gay, 2000; Villegas and Lucas, 2002) use the terms “Culturally Responsive Pedagogy” to describe teaching that recognizes all students learn differently based on their language, family structure and cultural identity. They see student diversity in terms of student strengths and present it as opportunities for enhancing learning rather than as challenges or deficits of students. Culturally responsive pedagogy is not about “cultural celebrations”; it involves careful acknowledgement, respect and an understanding of cultural difference. Culturally responsive pedagogy broadly comprises three dimensions: (i) Institutional; (ii) Personal; and (iii) Instructional. The institutional dimension refers to the administration and leadership of school systems, and the values reflected in school policies and practices. The personal dimension includes the mindset and the practices of educators in order to support the development of all students. The instructional dimension includes understanding learners and the classroom practices which lead to a culturally responsive classroom. All three dimensions are foundation to the establishment of an inclusive school culture (Richards, Brown, and Forde, 2006). Culturally Responsive Pedagogy as Pedagogical Love A human being is fundamentally an emotional creature and secondarily intellectual. Fundamentally, people are not only thinking or willing creatures, but also loving beings. Love influences the direction of people’s action as well as its intensity. Positive emotions, happiness, joy, gratitude, and the feeling of being capable, lead mental energy toward the desired goal (Rantala and Määttä, 2011). Negative emotions, grief, fear, and anger lead to inner imbalance. Love as emotion and action creates hope and boldness (Määttä, 2010). Love is manifested by the endeavor to make things develop, grow, and come forward. Understanding Love Love has many definitions and many faces. In addition to romantic love (Hegi and Bergner, 2010; Määttä, 2006; Person, 2007), there is friendship (Miller & Perlman, 2009), love for fellow humans (Eriksson, 1989; Paldanius, 2002), mother’s and father’s love, love of one’s country (Määttä, 2006), and pedagogical love (Haavio, 1948; Skinnari, 2004). All these forms of love have much in common and are threatened in the modern era of individualism and self-centeredness (Beck-Gernsheim and Beck, 1995; Giddens, 1991). Salient elements of love such as kindness, empathy, forgiveness, intimacy and bonding, sacrifice, acceptance, and caring, etc. are critical in good teaching. Figure 1. The many faces of love Understanding Pedagogical Love Love is at the heart of teaching and learning. The human need for love, justice and compassion are all intricately entangled with education. Compassion, love and joy are the building blocks of the learning to live together. Pedagogical love is a specific teaching attitude that consists of trust in pupils’ learning capacities and the desire to help pupils improve their abilities and talents. It is the ethics of caring concerns in teaching (Gilligan, 1982). In fact, caring has been the central aim and method of education (Burns and Rathbone, 2010). In this case, the emphasis is on the special value of empathy and concern for learners. A teacher’s ethical caring means an effort for pupils’ protection, support, and development. However, pedagogical love is not the only solution to meet different learning needs and learning problems of children. Critical Pedagogy as Pedagogy of “Love” Freire (1998) consider critical pedagogy as Pedagogy of love. For him, love acts and is enacted when teachers are committed to a shared humanity; when teachers assume that they, themselves and students, are social, thinking, transformative, creative persons; capable of being angry because of a capacity to love. However, Freire’s love is not a romanticized. Instead, it is a “fighting love” a love that is forceful, critical, challenging, demanding and inspiring (Darder, 2011). Thus, according to Freire (1970), as critical pedagogues, teachers aspire towards the creation of a world in which it will be easier to love (p. 40). This means teachers who engage as critical pedagogues are actors of “armed love” toward freedom in, with, and through education (Darder, 2002, 2011). A Cycle of Pedagogy of Love Pedagogical love emerges through teachers’ moral attitude, concerns, emotions, loving actions; and their interactions within the cycle. The cycle of the pedagogy of love is all about the caring attitude of the teacher, ultimately leading to loving actions: Attitude: For the pedagogical love to be put into practice, the teacher should care about all that is around him/her. Concern: Once the teacher develops caring attitude towards the learners’, it leads to a concern for the learner’s well-being. Emotion: Concern leads to emotions. Love: Attitudes leads to concern; and concern leads to emotions. These emotions filled with concern for the learner’s ‘total self’ will transform into love for the learner. Pedagogical Love and Good Teacher-hood Good teacher-hood has been characterized in several ways at different times, e.g. teachers’ personality and individual characteristics, teaching skills, social skills, subject knowledge. However, the above-mentioned aspects do not guarantee positive learning outcomes (Parker, Ndoye, and Imig, 2009). Even a teacher’s professionalism, results from mastery of the content in teaching, does not seem to be enough (Davis, 1993; Hansen, 2009). Instead, the ability to help various learners to succeed and be inspired (whether the learners are children or adults) is crucial. Characteristics of Culturally Responsive Teaching A number of authors, including Gay (2010) and Lipman (1995) have identified characteristics of culturally relevant teaching. These characteristics are as follows: Validating and Affirming: Culturally relevant teaching is validating and affirming because it acknowledges the strengths of students’ diverse heritages (Gay, 2010). Comprehensive: Culturally relevant teaching is comprehensive because it uses cultural resources to teach knowledge, skills, values, and attitudes (Gay, 2010). Multidimensional: Culturally relevant teaching applies multicultural theory to the classroom environment, teaching methods, and evaluation (Gay, 2010). Liberating: Culturally relevant teachers liberate students (Lipman, 1995). Empowering: Culturally relevant teaching empowers students, giving them opportunities to excel in the classroom and beyond (Gay, 2010). Transformative: Culturally relevant teaching is transformative because educators and their students must often defy educational traditions and the statusquo (Gay, 2010). Principles of Culturally Responsive Pedagogy (CRP) Identity Development: Good teaching comes from those who are true to their identity (e.g., genetic, socioeconomic, educational, cultural) and integrity (self-acceptance). Teachers who teach within their identity and integrity are able to make student connections (Palmer, 1998). The student-teacher connection is critical for implementing Culturally Relevant Pedagogy (Brown-Jeffy, & Cooper, 2011). Equity and Excellence: The integration of excellence and equity in CRP is predicated upon establishing a curriculum that is inclusive of students’ cultural experiences, and setting high expectations for the students (Brown-Jeffy and Cooper, 2011).  Developmental Appropriateness: The developmental appropriateness in the context of CRP includes the concepts such as learning styles, teaching styles, and cultural variation in psychological needs, e.g., motivation, morale, engagement, collaboration (Brown-Jeffy, and Cooper, 2011). The goal is to assess students’ development and incorporate learning activities within the lesson plan that are culturally relevant. Teaching the Whole Child: When teaching a child wholly, educators must be cognizant of the socio-cultural influences on the learning of that child even before they enter the school. These outside influences must naturally be accounted for when designing a culturally relevant curriculum (Brown-Jeffy, and Cooper, 2011). Student Teacher Relationships: The student-teacher relationship in the context of CRP is aligned with the concepts of caring, relationships, interaction, and classroom atmosphere (Brown-Jeffy, and Cooper, 2011). Students must feel that the teacher has their best interest at heart to succeed in implementing CRP. Manage Student Emotions: When teaching adult learners, it is also important to exhibit Culturally Relevant Pedagogies. Educators must be prepared to manage students that may have strong emotional experiences to culturally diverse readings. Positive emotions may enhance the learning experience, whereas negative emotions may cause discourse and prevent students from engaging (Baumgartner and Johnson-Bailey, 2008). Educators should explore strong emotions, particularly in adult learners, and use it as a cultural teachable moment. Suggested Teaching-learning Strategies In order to be culturally relevant, teachers must create an accommodating and inviting classroom culture. Classrooms need to become more and more diverse as generations of students enter the school system. It is important to integrate cultural awareness in the classroom. Teachers must demonstrate that they care for their students and their cultural needs (Gay, 2010).  There are several ways teachers can make their classroom culturally relevant: Reciprocal Teaching This is a strategy through which teachers can make their classroom less threatening. In this method, the students’ voice is heard, and the classroom teacher becomes more of a facilitator than a "director". Students feel more empowered, and autonomous in their own learning (Mayer, 2008). Reciprocal teaching gives students the opportunity to express according to their cultural viewpoints, which is important according to the constructivist educator (Kea, Campbell-Whatley and Richards, 2006). Cooperative Learning Many educators recommend cooperative learning methods as effective teaching strategies to promote culturally relevant learning (Diller and Moule, 2005). Rather than fostering competitiveness among students, group learning strategies encourage collaboration in the completion of assignments. Students learn to work together towards common goals (Mayer, 2008). Games and cross-cultural activities  Games and cross-cultural activities allow students personal interaction with different cultures. Through this approach, students participate in different cultures and learn the languages and customs of different cultural groups. Family History Research  In this strategy students interview family members and learn about familial cultural influences on their own lives. Reflective Writing  In this strategy students write about and share their beliefs and cultural assumptions. These activities are very important to promote student learning about themselves and their peers (Kea, Campbell-Whatley and Richards, 2006). Students may choose to write about their cultural identity and its connection with their educational experiences, or different culture, which they have learned from a peer. Role of Teacher for Teaching Culturally Diverse Students Use a variety of instructional strategies and learning activities. Offering a variety of instructional strategies provides the students with opportunities to learn in ways that are suitable to them. In addition, the variety helps them develop and strengthen other approaches to learning. Consider students' culture and language in developing learning objectives and activities. Provide learning opportunities for students with differing characteristics, e.g. race, sex, disability, ethnicity, religion, socioeconomic status, or ability. Incorporate objectives for affective and personal development. Provide opportunities for high and low achievers to boost their self-esteem and enhance their strengths and talents. Such opportunities can enhance students' motivation to learn and achieve. Communicate expectations. Let the students know the classroom rules about talking, participation in teaching learning process, and questioning the teacher etc. Tell them how long a task will take to complete or how long it will take to learn a skill or strategy. Also, give them information on their ability to master a certain skill or complete a task. It may be necessary to encourage students who expect to achieve mastery but are struggling to do so. Communicate the benefits of learning. Explain the benefits of learning a concept, skill, or task. Ask students to tell you the rationale for learning and explain how the concept or skill applies to their lives at school, home, and work. Use advance and post organizers. At the beginning of lessons, give the students an overview and tell them the purpose or goal of the activity. If applicable, tell them the order that the lesson will follow and relate it to previous lessons. At the end of the lesson, summarize its main points. Provide frequent reviews of the content learned. Provide a brief review of the previous lesson before continuing a lesson or entering in to a new and related lesson. Facilitate independence. There are many ways to facilitate students' independence. For example, when students ask questions, the teacher can encourage independence by responding in a way that lets the student know how to find the answer. Asking students to evaluate their own learning or progress also promotes independence. Promote student on-task behavior.  Teachers can help students stay on-task in different ways, e.g. by starting lessons promptly and minimizing transition time between lessons, shifting smoothly (no halts) and efficiently (no wasted effort) from one lesson to another, giving housekeeping tasks such as setting up audiovisual equipment helps to maintain their attention. Keeping students actively involved in the lessons, for example, by asking questions also helps them to stay on-task. Monitor students' academic progress during lessons and independent work. Check with students to see if they need assistance before they ask for help. Ask if they have any questions about their learning tasks; and if they understand the contents of instruction. Also make the students aware of the various situations in which a skill or strategy can be used. Provide frequent feedback. Provide feedback at multiple levels. For example, acknowledging a correct response is one form of feedback, while prompting a student who has given an incorrect answer by providing clues is another form. Thus, the teacher may give positive feedback as well as positive corrective feedback. Require mastery. Require students to master one task before going on to the next. When tasks are assigned, tell the students the criteria that define mastery and the different ways mastery can be obtained. Let the students know when mastery is achieved. The Mindset of Culturally Responsive Educators Culturally responsive teachers share a particular set of characters and skills – a mindset that enables them to work creatively and effectively to support all students in diverse settings. The major ones are as follows: Socio-cultural consciousness: An awareness of how socio-cultural structures impact individual experiences and opportunities. Culturally responsive educators understand their position in existing social, historical and political context through questioning their own attitudes, behaviors and beliefs. They understand the forms of discrimination which can affect the experiences of students and families in multiple ways. High expectations: Hold positive and affirming views of all students of all backgrounds. Culturally responsive educators hold positive and affirming views of their students and their ability to learn and achieve academic success. They demonstrate genuine respect for students and their families as well as a strong belief in their potential. They consider the social identities of students as assets rather than as deficits or limitations. Desire to make a difference: See themselves as change agents working towards equity. Educators who are culturally responsive see equitable and inclusive education as fundamental to support high levels of student achievement (Ladson-Billings, 2001; Gay, 2004). Underachievement among students with special needs or those from low socio-economic circumstances, need to be seen as created by institutional barriers. Culturally responsive educators are committed to being agents of social change, working to remove barriers and creating conditions for learning that are beneficial for all students. Constructivist Approach: Understand that learners construct their own knowledge. Culturally responsive educators employ constructivist approach to teaching learning and they integrate locally situated learning into instruction and learning processes. They support students asking questions and creating new knowledge based on their natural curiosity about their own experiences. This results in making learning relevant and accessible for all students in the classroom. Deep knowledge of their students: Know about the lives of students and their families. Culturally responsive educators recognize that parents, caregivers and families know their children best (Kugler and West-Burns, 2010). Therefore, they work to build strong relationships with their students’ families. They promote mutual respect between home and school and embrace a collaborative approach to teaching and learning. Deep knowledge of students enables them to integrate lived experiences of students into classroom. Culturally responsive teaching practices: Design and build instruction on students’ prior knowledge A wealth of research is available both nationally and internationally on. At the core of culturally responsive instructional strategies is: (a) holding high expectations for learning, and (b) recognizing and honoring the strengths of students’ lived experiences and/or home culture in learning environments of the classroom. Learning experiences are designed to be relevant and authentic, enabling students to see themselves in the daily learning of the classroom. Challenges to Culturally Relevant Teaching Not all educators favor culturally relevant teaching. Indeed, there are many practical challenges to implementing culturally relevant pedagogy, including a lack of enforcement of culturally relevant teaching methods, and the tendency to view students as individual units, rather than seeing them as linked with their cultural groups (Gay, 2010). In culturally relevant pedagogy, new teachers must be taught how to adapt their curriculum, teaching methods, instructional materials, and assessment practices to connect with students’ values and cultural norms. 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