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ERIC Number: EJ931799
Record Type: Journal
Publication Date: 2011-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0360-9170
Teachers' Texts in Culturally Responsive Teaching
Kesler, Ted
Language Arts, v88 n6 p419-428 Jul 2011
In this paper, the author shares three teaching stories that demonstrate the social, cultural, political, and historical factors of all texts in specific interpretive communities. The author shows how the texts that comprised his curriculum constructed particular subject positions that inevitably included some students but marginalized and excluded others. Coupling critical literacy theory with culturally responsive teaching practices enabled the author to open up the curriculum to students who might otherwise have been shut out by challenging and reformulating these texts. Thus, culturally responsive teaching becomes stronger when coupled with a critical literacy lens. The author concludes with two implications for teachers. One implication is for teachers to recognize and embrace the critical literacy dimensions in the texts that constitute our curricula and, based in culturally responsive pedagogy, anticipate the many ways these texts might situate students and their families. A second implication is for teachers to become responsive to the unanticipated ways that students will respond to texts during curriculum enactment to enable more inclusive teaching practices. (Contains 5 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York