Professional Documents
Culture Documents
Stages of Acculturation
Stages of Acculturation
Jean Clinton Growth Mindset – Kids will do well if they can, not if they want to. Kids are at promise, not
at risk. The child is not their behavior.
One person whose “eyes light up when they walk through the door”
Safe Caring Environment to which they feel like they belong
Get them to do what they love to do
Experiential ENGAGE learning
biculturalism
intercultural competence
culture shock
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf
Culturally Relevant Teaching – teaching that integrates a student’s background knowledge and
prior home and community experiences into the classroom
Culturally responsive pedagogy does more than acknowledge the cultural uniqueness of each
student (not just celebrating cultural days and surface-level representation), they intentionally
nurture it in order to create and facilitate effective conditions for learning – they see diversity in
terms of student strengths and orient to it as presenting opportunities for enhancing learning
rather than the challenges and/or deficits of the student or particular community
Mindset of Culturally Responsive Educators
o Socio-cultural consciousness – requires the teacher to self-reflect on their own biases
and social identity within the social, historical, and political context
o Shake off biases and hold positive, high expectations of their students and their ability
to learn and achieve academic success
o Committed to being an agent of change to remove barrios and create conditions for
learning that are beneficial for all students
o Have an interest in, and actually have a deep knowledge of their students by building
strong relationships with their students’ families and promote a collaborative approach
between home and school to supporting their students’ education
Which allows them to use this knowledge to best support student learning and
well-being
o Constructivist approach that promotes authentic learning based on student’s own
natural curiosity about their own experiences (e.g. for a unit on travel, students could
research their own choice of destination, for which some may pick their hometowns, or
a city that they have travelled to before)
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