ERIC Number: EJ1210014
Record Type: Journal
Publication Date: 2019-Mar
Abstractor: As Provided
"Is There Lead in My Water?": Employing a Culturally Compelling Instructional Perspective to Teach for Change
Boyd, Fenice B.; Ridgeway, Monica L.; Nyachae, Tiffany M.
Multicultural Learning and Teaching, v14 n1 Mar 2019
In this paper we build a conceptual framework to argue for culturally compelling instruction that leads to teaching for change. Culturally compelling instruction calls for a substantive shift in how teachers view their students, communities, and what the perspective might mean for students' future when they have access to alternative learning opportunities. The framework encourages teachers to take a stance and assume responsibility and ownership for their own decisions about the curriculum and instructional delivery. Most prominent is to acquire a depth of understanding of their students' identities and needs. To represent our vision for culturally compelling instruction we use the lead poisoned water crisis in Flint, Michigan, USA as an illustrative case. Our work provides an example of how a real-world circumstance such as Flint's may be integrated into content area subjects to frame a culturally compelling instructional practice.
Descriptors: Culturally Relevant Education, Teacher Attitudes, Teacher Responsibility, Curriculum, Instruction, Water Pollution, African American Students, Racial Bias, Scaffolding (Teaching Technique), Misconceptions, Group Activities, Social Influences, Elementary Secondary Education, Summer Programs, Camps
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Michigan