As a researcher interested in teacher education, Ladson

Theories of Social Inequality Summary of Theories in Chapter 13 Does social inequality necessarily determine educational outcomes? What theories have been used to explain group differences in achievement? Genetic Inferiority Theory (1920s-1960s, now discredited) —individuals are the problem—groups were bound by inheritance (we now know that individuals vary, and there are multiple intelligences) Cultural Deficit Theory (1960s-still operates today, but discredited) --individuals are the problem—the poor and minority groups are limited by their culture, blames student and family or neighborhood for a deficient culture (total lack of usable skills, language patterns, behaviors). Critical Theory (1980s-today)—examines the uneven power relationships between different groups in society, examines structures that privilege some students over others. Includes Cultural Difference Theory (1990s)--cultures are different, one is not better than another, all cultures contain skills and behaviors that are assets, recognizes the multicultural aspect of American culture.

Teaching Approaches--culturally relevant or culturally responsive teaching, multicultural approaches 

http://www.youtube.com/watch?v=nGTVjJuRaZ8&feature=related

Professor Gloria Ladson-Billings

4:40

What do we mean by the word culture? Individuals vary within all cultural groups. There is a dominant culture and many subcultures. 

Culture is an integrated set of norms by which human behaviors, beliefs, and thinking are organized.

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Culture is a set of standards and control mechanisms with which members assign meanings, values and significance to things, events and behaviors. TEACHER’S CULTURAL LENS How do you interpret the world based on your cultural experiences? What cultural skills, beliefs, values, and behaviors do you bring to your interactions with the world? How will you view difference?

As a researcher interested in teacher education, Ladson-Billings asked: Are schools really attending to the education of minority students? Do cultural differences matter in the learning process? Are teachers being prepared to work with students from different cultural backgrounds? She hopes that culturally relevant teaching approaches help all teachers work more effectively with students from different cultural backgrounds.

Why is Ladson-Billings concerned about the education of minority students? African Americans still dream of quality education for their children. 

Achievement gap of minority students

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Poor outcomes for many minority students--higher dropout rates

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Resegregation of schools since 1980s (de facto separate schools) means greater isolation for all students

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Low funding in many schools serving minority

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Few teachers of color (less than 10%)

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Lingering effects of cultural deficit theory on teachers (no attention to structural inequalities, teaching approaches, school practices and policies)

Ladson-Billings rejects Cultural Deficit Theory, uses Critical Theory to Explain Inequality Among Groups, Views Schools as Critical Institutions for Equality, and Develops a Theory of Culturally Relevant Teaching Cultural Deficit Theory (1960s-still operates today, but discredited) --individuals are the problem —the poor and minority groups are limited by their culture, blames student and family or neighborhood for a deficient culture (total lack of usable skills, language patterns, behaviors).

Critical Theory (1980s-today)—examines the uneven power relationships between different groups in society, examines structures that privilege some students over others. Critical Theory includes a theory of Cultural Difference (1990s)-cultures are different, one is not better than another, all cultures contain skills and behaviors that are assets, recognizes the multicultural aspect of American culture.

Critical theory focuses on the relationships between the child’s cultural group and the dominant society; the power relations between different social groups. 

Critical theory supports a move from a cultural deficit model to a cultural difference model in schools. 

Cultural Difference Theory—  Cultures are different  ASSET THEORY OF DIFFERENCE  One is not better than another  All cultures contain skills and behaviors  Recognizes the multicultural aspect of American culture  Seeking success in mainstream culture, while retaining other cultural connections.

Ladson-Billings believes that teachers should not

treat EQUALITY as SAMENESS.

From the EPS 201/202 Class Surveys What is the meaning of being a colorblind teacher? Define Colorblind: Can be thought of several ways. 

As a positive, Human Relations Approach: Not to be prejudiced. Not to see color as a negative status. Not to see white as superior. Not to treat students any differently because of their color (like Jane Elliot, see Tozer, 431)

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As an absolute: Everyone is just the same, no differences.

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From a Cultural Difference perspective: Trying to be colorblind ignores facts of life, not recognizing the significance of race in society and that people are treated differently because of skin color.

See Tuesday’s Handout (extras are upfront or on homepage) McIntosh believes that her African American coworkers, friends, and acquaintances with whom she comes into daily or frequent contact cannot count on most of these conditions related to their children--

14. I can arrange to protect my children most of the time from people who might not like them. 15. I do not have to educate my children to be aware of systemic racism for their own daily physical protection. 16. I can be pretty sure that my children's teachers and employers will tolerate them if they fit school and workplace norms; my chief worries about them do not concern others' attitudes toward their race.

McIntosh believes that her African American coworkers, friends, and acquaintances with whom she comes into daily or frequent contact cannot count on most of these conditions. 7. I can be sure that my children will be given curricular materials that testify to the existence of their race. 9. I can do well in a challenging situation without being called a credit to my race. 10. I am never asked to speak for all the people of my racial group. 11. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the place I have chosen

Can cultural background and race/ethnicity be ignored in the classroom? Ladson-Billings maintains that:

Cultural background and race/ethnicity are part of a student’s identity.

Given the significance of race and color in American society it is impossible to believe that a classroom teacher does not notice the race and ethnicity of the students (Ladson-Billings, 33). Ladson-Billings advocates an awareness of cultural differences in planning and instruction.

RECOGNIZING CULTURE AS PART OF THE PROCESS OF LEARNING

Ladson-Billings suggests that all of us learn and understand through cultural filters. Recognize the role that culture plays in how we see the world. “The way we read the world is culturally mediated.” Know thyself, and understand others. Enid Lee suggests that Anti-Racist, Multicultural Education means to examine the biases of our own education, examine what is considered “normal” (Is normal excluding some people?). Ask: Who benefits from the status quo? How can more people benefit from social institutions?

Cultural Mismatch- (Tozer, 421) can occur in schools for Native American students (generalizations about a culture): In general, the larger Native American culture is:  

Not a competitive people, but cooperative. Values tribal life over acquisition of material goods.

Native American Learning styles: 

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They learn at home by observation, not trial and error.  Interpreted by teachers as lack of initiative They learn respect for elders, limit direct eye contact.  Eye contact expected.

If students can’t read, teachers can conclude that they have limited abilities. But generalizations about cultural difference in learning styles give teachers a different explanation for failure. 

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Native Hawaiian children have a “talk story” style of expressing themselves at home. Traditional reading approaches are not as effective when teaching young Native Hawaiian students to read. Teachers who incorporate the “talk story” in reading lessons are more successful.

Professor Kathy Au (UIUC graduate in Curriculum and Instruction) and now teaches at the University of Hawaii

CULTURAL DIFFERENCE THEORY Cultural difference theory respects and values differences. 

Cultural Mismatch- (Tozer, 421) can occur in:   

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Subject matter Learning styles Ways of knowing and demonstrating knowledge Attitudes toward authority Modes of behavior Socializing patterns--Speech Patterns, Manners, Values

When there is a mismatch, then some accommodation is needed for learning to occur.

According to Ladson-Billings what main views do culturally relevant teachers hold about learning? (Tozer, 430 and Ladson-Billings, 33): http://www.youtube.com/watch?v=ccEu7r2IwM0 3:40

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Conceptions of themselves and others. 

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Conceptions of social relations. 

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Recognize that culture impacts everyone’s learning.

Social relations impact motivation, why we learn, interpretations, how the community views the school.

Conceptions of knowledge. 

Knowledge is constructed, useful, changing, linked to experiences.

What does this statement mean to you?

Ladson-Billings believes that culturally relevant teaching does not represent a kind of separatism, reverse racism, or special privileges to the African American community, but rather compares culturally relevant teaching to middle-class demands on schools to serve their communities.

Compare Approaches to Discrimination 1. Human Relations (Tozer, 431) Jane Elliot 2. Critical Theory (Tozer, 419-424, Ladson-Billings, Enid Lee (Tenorio article), and Kohl What are the main goals of Jane Elliot’s approach to discrimination? Students learn about discrimination, become tolerant. The experience changes some individuals. What are the main goals of critical educators like Lee or Ladson-Billings? Show how cultural differences matter in teaching and learning. Create a more inclusive, multicultural curriculum. Examine and change discriminatory school structures. Equip students to combat discrimination. Provide a high level of education and social awareness. Change school structures. Change institutions and power relations.

What does Ladson Billings mean by “dysconsciousness”? Dysconsciousness means, as teachers, we recognize the privilege of some children and the disadvantage for other children, but we fail to challenge the status quo, or accept the given as inevitable (Ladson-Billings, 32). Enid Lee suggests challenging the status quo in schools:  Curriculum changes that study the sources of discrimination  Involving students in social change in their neighborhoods  Giving minority parents more voice in school decisions  Examining who is hired at a school  Equipping students and parents to combat racism and ethnic discrimination.

Resistance Theory (Tozer, 424 and Kohl) Students reject negative environments and reject opportunities in schools in order to preserve their identity and cultural connections. 

When students experience discriminatory practices, some students retreat into a posture of resistance, a conscious refusal to learn.

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Cooperation in schools means capitulating to an alien culture.

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Resistance in school is “self-destructive” at one level--a foregoing an education; but it preserves the integrity of subordinate cultural identity.

Resistance by many students is a response to subordinate status in society and school. 

Deciding to actively not-learn something involves closing off part of oneself and limiting one’s experiences (Kohl, 106).

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As a teacher, Kohl assumes that there are complex factors behind apparent failure to learn, which could be used to transform the situation into positive learning (Kohl, 107).

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Kohl concludes that –teachers need to understand why “notlearning” occurs, should address discrimination as it connects to the students’ lives, as it functions in schools and operates throughout the curriculum.