Imagine that a teacher comes to a workshop and says he is struggling to get his students to learn calculus. He describes them as resistant, unmotivated, and chatty. But wait a minute. An hour later, he tells the room that his students should be grateful to have him, that he drives 45 minutes each way, and that he is highly…
The article below is based on interviews with several Black male educators who work in urban school settings on the east coast. In an effort to honor the perspectives of those participating in the interviews, several of them created the title for this article. I often think one of the best questions to ask ourselves is, “What am I learning…
Various experiences have given me reason to think more about what it means to be culturally responsive, not just as an educator but also as a human being. The first time I thought deeply about race was probably in high school. I was one of 4 African American students in an honors class, combined English and history. Each seat was…
What’s the difference between working in an urban school versus a suburban one? A private school versus a public school? If one were to sit in the teachers’ lounge (or wherever educators convene to honestly converse), one might hear varying concerns depending on where they work. Though there may be some common themes (e.g., budget constraints, student needs, parent involvement,…
Dr. Kelli Seaton asks why many Black parents and students aren’t included in school-based hiring decisions. Cultural responsiveness isn’t just a checklist. Being culturally responsive means taking Dr. King’s definition of education—“to teach one to think intensively and to think critically…to sift and weigh evidence…to achieve with increasing facility the legitimate goals of his/her life”—and embracing outcomes that matter for…