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• W1557920218 abstract "A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K– 20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juarez’s piece “There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of privileged identity markers in teacher composition that do not match with student demographics. The response also examines how misunderstandings about CRP’s theoretical and empirical frameworks, along with resistance, permeate individual teachers’ discourses and evidence how higher education institutions, teacher preparation programs, and teacher professionaldevelopment programs operate. The response ends with suggestions as to the identity work that is necessary if we are to hope for educators across settings to see and speak a CRP. This article is a response to: Hayes, C. & Juarez, B. (2012). There Is No Culturally Responsive Teaching Spoken Here. Democracy & Education, 20(1). Article 1. Available online at http://democracyeducationjournal.org/home/vol20/ iss1/1. Hayes and Juarez (2012) present a multifaceted and complex call to educators seriously invested in the educational outcomes of students. Through a series of arguments, they show that despite potential program commitments in higher education and teacher preparation, many conditions by which programs and individuals refuse to speak Culturally Relevant Pedagogy (CRP) exist. The authors make a link between tenets of Critical Race Theory (CRT) and CRP to analytically support the idea that CRP is not spoken in higher education. While they examine the experiences of faculty in higher education settings, what may be missing from their analysis is an understanding of the identity landscapes in which we as educators work, and, in particular, the pervasiveness of Whiteness in the U.S. educational system (Dixson, 2008; Dixson & FaschingVarner, 2008; FaschingVarner, 2006, 2009; Tierney, 2003). Another construct important to the authors’ call and our response is the importance of linking the Kenneth FaschingVarner is an assistant professor of elementary education and foundations of education at Louisiana State University. Vanessa Dodo Seriki is an assistant professor of science education at the University of HoustonClear Lakes. Acknowledgments: We wish to acknowledge Adrienne D. Dixson and E. Sybil Durand for their thoughtful comments and feedback on this paper." @default.
• W1557920218 created "2016-06-24" @default.
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• W1557920218 date "2011-01-01" @default.
• W1557920218 modified "2023-09-23" @default.
• W1557920218 title "Moving Beyond Seeing with Our Eyes Wide Shut. A Response to “There Is No Culturally Responsive Teaching Spoken Here”" @default.
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