Group items tagged

culturally relevant pedagogy to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings

Geneva Gay

culturally responsive teaching to define an approach that emphasizes “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”

Like Ladson-Billings, Gay also places a strong emphasis on providing opportunities for students to think critically about inequities in their own or their peers’ experience.

Django Paris

culturally sustaining pedagogy, an approach that takes into account the many ways learners' identity and culture evolve

In the early 1980’s, there were important advances in the design and application of interventions for challenging behavior. These advances were driven by research on innovations in approaches for behavior change and shifts in cultural values about the use of aversive and dehumanizing intervention practices with vulnerable populations. The non-aversive technology that emerged in the late 1980’s and early 1990s for addressing the challenging behaviors of individuals with severe disabilities was referred to as positive behavioral support (PBS). This approach included the use of functional assessment, antecedent manipulations, teaching strategies, and changes in reinforcement contingencies with a focus on achieving lifestyle changes as the outcome of intervention.

As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”

Groups should take a few minutes to share and reflect on their work, either with other groups or as a class. Here are some questions to consider:

After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?

The main beneficiaries of these changes have been owners of technology or intellectual or physical capital—innovators, investors and shareholders—which has contributed to the rising wealth and income gap between those who depend on their labour and those who own capital.8