Location

Room 210

Proposal Track

Practice Report

Session Format

Presentation

Session Format

Presentation

Preferred Time

Friday morning

Abstract

The cases of Trayvon Martin, and Michael Brown garnered international attention to the plight of young Black men in the United States. While these young men’s’ lives were shortened in young adulthood, scholars and educators argue that stereotyping of young men of color begins when they enter the public school systems of the United States. According to Jacqueline Jordan Irvine “because the culture of black children is different and often misunderstood, ignored, or discounted, Black students are likely to experience cultural discontinuity in schools, particularly schools in which the majority or Eurocentric persons, control, administer, teach”(p.xix). Moreover, Irvine argues that Black students respond in ways that can be traced to African cultural norms, and this may lead Eurocentric teachers to dismiss or react negatively to Black students language patterns, inter-personal space, body movements, and learning styles, which may also influence the discipline choices and consequences for behavior made by Eurocentric teachers. Irvine’s argument becomes particularly salient when the Profile of Teachers in the U.S. (2011) notes, 85% of the current teaching force is white and female. These arguments support the need for teacher education programs to focus on culturally responsive classroom management pedagogy.

Keywords

classroom management, culturally responsive pedagogy

CulturalProficiencyPresentationGERA (1).pdf (555 kB)
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Oct 16th, 9:00 AM Oct 16th, 10:15 AM

“I Hate You, and I Hate This School”: The Argument for Cultural Proficiency in Developing Culturally Responsive Classroom Management

Room 210

The cases of Trayvon Martin, and Michael Brown garnered international attention to the plight of young Black men in the United States. While these young men’s’ lives were shortened in young adulthood, scholars and educators argue that stereotyping of young men of color begins when they enter the public school systems of the United States. According to Jacqueline Jordan Irvine “because the culture of black children is different and often misunderstood, ignored, or discounted, Black students are likely to experience cultural discontinuity in schools, particularly schools in which the majority or Eurocentric persons, control, administer, teach”(p.xix). Moreover, Irvine argues that Black students respond in ways that can be traced to African cultural norms, and this may lead Eurocentric teachers to dismiss or react negatively to Black students language patterns, inter-personal space, body movements, and learning styles, which may also influence the discipline choices and consequences for behavior made by Eurocentric teachers. Irvine’s argument becomes particularly salient when the Profile of Teachers in the U.S. (2011) notes, 85% of the current teaching force is white and female. These arguments support the need for teacher education programs to focus on culturally responsive classroom management pedagogy.