• Culturally Responsive Pedagogy

    "Culturally responsive teaching can be defined as 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. It teaches to and through the strengths of these students."

    - Geneva Gay (2010)

    As cultural mediators, teachers provide opportunities for students to engage in critical dialogue about conflicts among cultures and to analyze inconsistencies between mainstream cultural ideas/realities and those of different cultural systems.  They help students clarify their ethnic identities, honor other cultures, develop positive cross-ethnic and cross-cultural relationships, and avoid perpetuating prejudices, stereotypes, and racism. (Gay, p. 45, 2010)

    Gay also describes culturally responsive teaching as having these characteristics:

    • It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students' dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum.
    • It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and  lived socio-cultural realities.
    • It sues a wide variety of instructional strategies that are connected to different learning styles.
    • It teaches students to know and praise their own and each others' cultural heritages.
    • It incorporates multiculutral information, resources, and materials in all the subjects and skills routinely taught in schools. 

    Articles on racism, anti-racist strategies and systemic educational change.


    Contains worksheets for learning about culturally relevant teaching.

CARE Teams

  • Collaborative Action Research for Equity (CARE) Teams consist of 4-6 equity teacher leaders and are led by the school principal. They design, deliver and disseminate equitable pedagogical practices that are explicitly and intentionally planned to improve engagement and achievement for underserved students of color.  In 2012-2013, eight SPPS schools are participating.