Developing and Teaching Culturally Responsive Curriculum: The What, Why and How
Developing and teaching a Culturally Responsive curriculum is one way to support our diverse communities of students and families, while also delivering engaging, rigorous, and developmentally-appropriate academic content. What is “Culturally Responsive Teaching” and what may it look like in a classroom? Why is it an important and even essential lens for our teaching? How is this work connected to the human brain –– and how can a culturally responsive lens be leveraged to support both academic growth and Social Emotional Learning? To better understand how to apply this framework in our teaching and advisory practices, we will consider the importance of designing our curriculum and programs with inclusive choices in language, resources and essential questions, highlighting specific examples of lesson ideas and resources –– across grades and subjects, from the humanities to STEAM courses. Reflection exercises may be incorporated, encouraging educators to (re)visit a particular unit, lesson, or topic of discussion, considering ways to revise aspects of their approach, so it reflects sound pedagogical practice and is intentionally designed to work with their diverse group of students. If time allows, such as extending the workshop by working in small groups afterwards, tailored feedback or coaching may be provided.
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS, OR FULL DAY AVAILABLE to provide feedback & support
GREAT FOR: Educators, administrators
Unpacking Our Own Lenses: Enhancing Our Culturally Responsive Practice as Educators
Cultivating a culture of belonging and connection is an essential aspect of our shared humanity, and is especially important for our growing students, and the larger school community to thrive — socially, emotionally, academically. As educators and leaders, what role do we play in cultivating this sense of belonging in our classrooms and larger school community? What impact do our own identities and lenses have on this process? What are some of the attributes of an educational environment and curriculum that is culturally responsive and proactive? What role does implicit bias play, and how may we interrupt more limiting or stereotypical assumptions in an effort to better support our students and establish trust? Through an inquiry of our own socio-historical contexts, and a review of foundational ideas of learning and neuroscience (such as the importance of social connection for our brains), we’ll consider how our own identities and a toolkit of strategies, especially storytelling, can be leveraged to cultivate belonging, integration, and academic success in a multicultural educational environment.
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS, OR FULL DAY (CAN BE COMBINED WITH WORKSHOP ABOVE)
GREAT FOR: EDUCATORS, ADMINISTRATORS
What Is (And Is Not) Race?: Developing Our Racial Literacy Awareness
Talking about race, identity, and racism may not be “easy” discussions for all, yet they are essential for the classroom and should be introduced with intention and care. But what exactly is race –– and what is not race? Why is developing an understanding of race and racism essential for educators? How may this content be incorporated into the classroom? In this workshop, we will provide a framework and shared language for developing racial literacy awareness so we may expand our teaching and leadership practices. To establish common knowledge, we’ll begin by unpacking race as both a biological fallacy and social reality, and the varying force it can have on identity –– locally and globally. To better understand how race impacts our worldviews and actions, we will review key findings in neuroscience, such as how fMRI scans reveal evidence of implicit bias and tangible ideas for interrupting harmful thought cycles in favor of more inclusive practices. Our time may culminate with a more personal reflection, as we explore how vital social connection is for the human brain, and how aspects of our racial, ethnic, and/or cultural identities may be leveraged as vessels of storytelling, with the goal of establishing trust. As leaders of diverse schools, organizations, and communities, it is essential that we aim to cultivate such trust and belonging, as our student’s academic progress and mental health rely on this.
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS
GREAT FOR: EDUCATORS, ADMINISTRATORS
Cultivating Inclusive Communities: Interrupting (Micro)Aggressions and Fostering (Micro)Affirmations
In order to cultivate inclusive communities, we have to consider the impact of “microaggressions,” the role of implicit bias, and the importance of fostering “microaffirmations” across our school and/or professional community. In this workshop, participants will engage with both theoretical and practical content, tailored scenarios, and essential questions to better understand scientific evidence for implicit bias and how our lenses may inform our worldviews, including how we communicate –– with both our words and our silence. We will review a continuum model to better understand what may constitute a “microaggression” and how to interrupt harmful or inaccurate statements and behaviors in a way that reflects our community’s missions and values. To focus on building inclusive practices, we will also review ways to foster “microaffirmations.” Time may be reserved near the end of the workshop for a synthesis of key learning and to engage in Q-and-A.
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS
GREAT FOR: GENERAL AUDIENCE
The Power of Words: How Storytelling and Language Can Help Foster a Culture of Belonging
No community is a monolith. We have a range of life experiences and identities that have informed our framing, our language choices, and what we actively choose to represent in our work, as well as what we may intentionally or unintentionally avoid. In this workshop, we will explore the power of storytelling to better understand the narratives we use to capture our own sense of self and the essence of others. Essential questions will guide our learning: In what ways are our choices in language and narrative inclusive? Nuanced? Empowering? What kinds of revisions or paradigm shifts could be made in order to best support our students and/or community? For an audience of educators, specific curricular and pedagogical recommendations and examples may be reviewed. To synthesize learning, participants will reflect on their own pedagogical practice, identifying ways to intentionally design and foster a culture of respect, affirmation, and belonging in their classroom and beyond. This workshop is ideal for, but not limited to, teachers of the humanities or language arts / English courses, and can be expanded for a full day that includes working in grade-level groups.
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS, OR FULL DAY AVAILABLE FOR SMALL GROUP EXTENSION
GREAT FOR: EDUCATORS, STUDENTS
“Both/And”: A Historical Review of Race and the Shaping of Democracy in the United States
Race has always been a part of the fabric of United States society, yet it is a topic that some may see as taboo, confusing, and/or central to their identities. In this workshop, we will review the historical events that shaped the evolving concept of race –– the biological fallacy and social reality of race –– as well as the policies that actively denied or granted opportunities based on one’s race. To recognize vital contributions people have made to this democratic society, we will include historical and current figures we can name (as well as recognize that there are people whose names did not make it to the dominant narratives of history) who demanded and advocated to be recognized as full citizens in this expanding, representative democracy. Our larger goal is to understand how the past informs the present, so we can also recognize our own levels of agency to better inform and change our lives, our communities, and our future –– ultimately, to understand that our differences can be something to celebrate, as well as our common humanity. (This workshop may be delivered as professional development for faculty and can also be delivered as an assembly or model lesson for upper level students.)
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS (CAN BE ADAPTED FOR FACULTY AND/OR STUDENTS)
GREAT FOR: EDUCATORS, STUDENTS
Bridging the Classroom to Home: Ways to Engage Our Children in Conversations about Race and Racism and Other Aspects of Identity
It is crucial that we create a bridge connecting our classrooms with our families –– especially when speaking about identity, race, and/or racism. In this workshop, we will review recommended resources and topics of discussion for parents and guardians to consider when engaging in conversations about race and racism with their children. Time may be reserved to field questions and comments from participants to assist school leadership with clear messaging that is centered on racial literacy, equity, and inclusion and aligned with the school’s values and mission.
RECOMMENDED TIMING: 1.5 HOURS, 3 HOURS
GREAT FOR: PARENTS/GUARDIANS, ALL SCHOOL MEMBERS, BOARD
Looking for a specific workshop?
Workshops can be further tailored to best match a school’s or organization’s needs. Please reach out to begin collaborating on your community’s next initiative.
