Commentonat least 3 Classmates’Posts (approximately  150 -300 words each)§ - comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position - build on the ideas of what your classmate has written and dig deeper into the ideas  - support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas  - comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient. - cite the readings in your response by using proper APA Style format and conventions.  classmate 1  According to the dictionary, culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. The capacity building series article “Culturally Responsive Pedagogy” explains that culture goes beyond the understanding of ethnicity, race and faith. In regards to teaching and learning, it is essential that teachers understand the similarities and differences about their students various social identities. Gay explains that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personal and meaningful, have higher interest appeal and are learned more easily and thoroughly (pg. 106). As humans, our identities play a huge role in our overall mood. When we feel unaccepted or neglected, we tend to shut down. It is essential to the learning process that all students are able to identify with their cultures.  Escudera explains that cultural competence requires that teachers understand their own cultural backgrounds and actively learn about those of their students (2019). Teachers must also take the time to truly learn and understand the different cultural backgrounds of their students. This will allow students to identify with what is being taught and will result in a more engaged group of students. Real learning takes place when students around able to connect with what is being taught. Students and teachers need to coexist. Teachers who are reluctant about obtaining knowledge about culture or incorporating culture into their classrooms may bring their own bias based on their own culture; knowingly or unknowingly.  Culturally responsive teaching refers to using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching (Gay, 2001).  In culturally responsive classrooms, teachers need to develop knowledge about cultural diversity, design culturally relevant curricula, demonstrate cultural caring, build a learning community, have cross-cultural communications, and inclu.

1. Commentonat least 3 Classmates’Posts (approximately 150 -
300 words each)§
- comment must address the R2R prompt and your classmate’s
response substantively; if you agree or disagree, provide
reasoning and rational evidence from the readings to support
your position
- build on the ideas of what your classmate has written and dig
deeper into the ideas
- support your views through research you have read or through
your personal and/or professional experiences§demonstrate a
logical progression of ideas
- comments need to be thoughtful and substantive; not
gratuitous comments like “this was a good post” or simply that
“you agree”. Simply congratulating the writer on their astute
insights is insufficient.
- cite the readings in your response by using proper APA Style
format and conventions.
classmate 1
According to the dictionary, culture is an umbrella term which
encompasses the social behavior and norms found in human
societies, as well as the knowledge, beliefs, arts, laws, customs,
capabilities and habits of the individuals in these groups. The
capacity building series article “Culturally Responsive
Pedagogy” explains that culture goes beyond the understanding
of ethnicity, race and faith. In regards to teaching and learning,

2. it is essential that teachers understand the similarities and
differences about their students various social identities. Gay
explains that when academic knowledge and skills are situated
within the lived experiences and frames of reference of
students, they are more personal and meaningful, have higher
interest appeal and are learned more easily and thoroughly (pg.
106). As humans, our identities play a huge role in our overall
mood. When we feel unaccepted or neglected, we tend to shut
down. It is essential to the learning process that all students are
able to identify with their cultures.
Escudera explains that cultural competence requires that
teachers understand their own cultural backgrounds and actively
learn about those of their students (2019). Teachers must also
take the time to truly learn and understand the different cultural
backgrounds of their students. This will allow students to
identify with what is being taught and will result in a more
engaged group of students. Real learning takes place when
students around able to connect with what is being taught.
Students and teachers need to coexist. Teachers who are
reluctant about obtaining knowledge about culture or
incorporating culture into their classrooms may bring their own
bias based on their own culture; knowingly or unknowingly.
Culturally responsive teaching refers to using the cultural
characteristics, experiences and perspectives of ethnically
diverse students as conduits for teaching (Gay, 2001). In
culturally responsive classrooms, teachers need to develop
knowledge about cultural diversity, design culturally relevant
curricula, demonstrate cultural caring, build a learning
community, have cross-cultural communications, and include
cultural congruity in class room instruction (Gay, 2001).
Culturally relevant pedagogy is a framework coined by Dr
Gloria Ladson Billings in the early 90s. It has three fundamental

3. pillars; academic achievement, cultural competence, and
sociopolitical consciousness (Escudera, 2019). In regards to
both CRP and CPT, teachers are working toward creating a
classroom where culture is woven into the day. One big
takeaway from this week's readings is that being culturally
responsive does not mean celebrating culture, it also doesn't
mean taking a specific amount of time to teach about
multiculturalism. Rather it is something that is embedded in
lessons, in visuals around the room, included in all subject
matters. Misconceptions about others and their cultures need to
be addressed. Teachers must have knowledge on different
cultures, their beliefs and their customs. This will ensure that
there is a mutual respect for all students in the room. Acquiring
this knowledge will help teachers understand their boundaries;
knowing gender roles, speaking/listening roles and different
ways of learning will help students better support their students.
One suggestion given was to incorporate multiple speaking and
listening forms in the classroom to eliminate students feel
stressed or confused by just one type.
Teachers may embrace CRT because they want to create a
classroom climate free of bias and discrimination. Teachers who
embrace CRT and CRP have the best interest of all students in
mind. They know and want all students to succeed, learn, and
feel safe in their classrooms. They want to eliminate the divide
between the majority and minority so that all students have a
fair shot in their education. On the other hand, some teachers
may be reluctant because they do not feel like culture has a
place in the classroom. This may include teachers who believe
teaching to state standards in the most essential part of
teaching. One misconception that may make teachers reject CRT
and CRP is the idea that receiving this knowledge and
implementing it is time consuming. Teachers are already
pressed for time as it is, but as mentioned in our readings there
is no shortage of quality resources regarding this information.

4. classmate 2
Culture is much more than a person’s race or ethnicity. As the
article on culturally responsive pedagogy states, “It
encompasses broad notions of similarity and difference and it is
reflected in our students’ multiple social identities and their
ways of knowing and of being in the world”. I have always
strongly felt as an educator of students who come from other
countries, it is my job to ensure they feel safe, accepted, and
welcome. In order to do that, we must have culturally
responsive pedagogy instilled in our classes.
A teacher’s culture and/or identity can greatly impact teaching
and learning. As Escudero mentioned in her article “How to
Practice Relevant Pedagogy”, teachers should be aware of their
own cultural competence. They must understand their own
cultural background and actively learn about their student’s
cultural background. Escudero states, “In doing so, teachers not
only affirm their students’ lived experiences but also empower
their students by using their students’ culture as the basis for
learning.” This allows students to feel respected and affirmed.
As stated in the article on culturally responsive
pedagogy, ““Culturally Responsive Teaching” or “Culturally
Responsive Pedagogy” is a term used to describe teaching that
recognizes all students learn differently and that these
differences may be connected to background, language, family
structure and social or cultural identity.” This is more than
simply acknowledging the different cultures that are in our
classes, but nurturing it in order to create a better learning
environment. This article also described culturally relevant
teaching as a means of integrating a student’s background

5. knowledge and prior home experience into the classroom and
curriculum.
I believe that it’s crucial for teachers to embrace CRT
and CRP in their classrooms. In Gay’s article “Preparing for
Culturally Responsive Teaching” she states, “Culturally
responsive teachers are critically conscious of the power of the
symbolic curriculum as an instrument of teaching and use it to
help convey important information, values, and actions about
ethnic and cultural diversity. They ensure that the images
displayed in classrooms represent a wide variety of age, gender,
time, place, social class, and positional diversity within and
across ethnic groups and that they are accurate extensions of
what is taught through the formal curriculum”. I believe in
doing this, it helps students feel more comfortable and willing
to learn. However, I can see why some teachers may not be so
welcoming to adapt CRT and CRP practices in their classrooms.
Discussions about diversity and different cultures can be
uncomfortable and definitely takes a lot more work. I still
believe that these discussions are crucial to have, though, and
that it will make the educational experience for our students
much more beneficial.
classmate 3
Culture is the arts and knowledge of a specific group of people.
Many people assume that culture is found within different races,
but that isn’t the only way to identify culture of people.
According to Capacity Building Series (2013), “It encompasses
broad notions of similarity and difference and it is reflected in
our students’ multiple social identities and their ways of
knowing and of being in the world.” So to take culture into a
classroom is not as easy and straightforward as identifying one
specific subgroup in the classroom, it takes time and research to

6. learn about students and their families. This is done so that
schools are a safe place for students where they are able to grow
and learn both academically but also their own culture.
Without knowing it a teacher could bring their own bias into the
classroom which would impact the teaching and learning of
their students. That is why it is important to self reflect on your
identity, culture, and beliefs consistently. According to Gay
(2002), “Because culture strongly influences the attitudes,
values, and behaviors that students and teachers bring to the
instructional process, it has to likewise be a major determinant
of how the problems of underachievement are solved.”
Culturally Responsive Pedagogy (CRP) is looking at what the
student needs academically and also internally. According to
Escudero (2019), “It focuses on the academic and personal
success of students as individuals and as a collective by
ensuring students engage in academically rigorous curriculum
and learning, that they more fully understand and feel affirmed
in their identities and experiences and that they are equipped
and empowered to identify and dismantle structural inequities—
positioning them to transform society.” When looking at CRP, it
can be broken down into three main parts. According to
Capacity Building Series (2013), “There are three central tenets
underpinning this pedagogy: (1) holding high expectations for
all students, (2) assisting students in the development of
cultural competence and (3) guiding students to develop a
critical cultural consciousness. In this student-centred

7. framework, the uniqueness of each student is not just
acknowledged, but nurtured.”
In order to embrace CRP, teachers need to change their mindset.
Educators will embrace this because there is sound research that
supports this pedagogy. To look deeper into who students are
and why will help educators to build strong and trusting
relationships with their students. Following CRP is not adding
new strategies into the classroom it is keeping those high
expectations and the desire to make a difference in children's
lives. What does change is that your teaching has a deeper look
at student different cultural backgrounds and realizing that
those pieces of a student are just as important as what they learn
in school. If we can connect those two pieces together, there
will be much higher successes for our students.