Rodríguez Eleanor Renée(Editor) - What Is It About Me You Cant Teach?: Culturally Responsive Instruction in Deeper Learning Classrooms

Third Edition

What Is It About Me You Cant Teach?

Culturally Responsive Instruction in Deeper LearningClassrooms

Third Edition

• Eleanor Rene Rodriguez
• James Bellanca
• Deborah Rosalia Esparza

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Library of Congress Cataloging-in-Publication Data

Names: Rodriguez, Eleanor Renee. | Bellanca, James A.

Title: What is it about me you cant teach? : culturally responsiveinstruction in deeper learning classrooms / Eleanor Renee Rodriguez, JamesBellanca, Deborah Rosalia Esparza.

Description: Third edition. | Thousand Oaks, California : Corwin, [2017] |Includes bibliographical references and index.

Identifiers: LCCN 2015049648 | ISBN 978-1-5063-4564-2 (pbk. : alk. paper)

Subjects: LCSH: Education, Urban-United States. | Children with socialDisabilitiesEducationUnited States. | Teaching-United States.

Classification: LCC LC5131 .R63 2017 | DDC 370.9173/2dc23 LC recordavailable at http://lccn.loc.gov/2015049648

This book is printed on acid-free paper.

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Associate Editor: Kimberly Greenberg

Editorial Assistant: Katie Crilley

Copy Editor: Talia Greenberg

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Indexer: Sheila Bodell

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Marketing Manager: Charline Maher

Its a small, small world.

Richard and Robert Sherman, Its a Small World (AfterAll)

In the years since this book was first published, the globe has continued toshrink. The global village has continued to grow. At the same time, in theschool world, new ideas and practices have emerged and expanded what we know anddo about teaching and learning. These include the following:

• Evidence of, acceptance of, and belief in the understanding thatintelligence is not fixed and that the human mind is malleable hasexpanded and moved from laughed-at theory to established practice.
• Evidence supporting best practices for enabling all children to grow andexpand their capacity to learn has increased.
• Multiple sets of standards at the national and state level, fromgovernment agencies in and outside education and professional educationgroups, have clarified the meaning of college and career readiness.
• Academic, government, and business organizations outside the schoolcommunity have intensified their calls for development of 21st centurylearning at all grades for all students.
• Brain research, best-practice research, and other types of studies havefortified the calls for deeper learning outcomes and ways to assessthem.
• Digital technologies have opened up new vistas for providing access byall students to more advanced, relevant, and rigorous curricula.
• New models of instruction and assessment have fostered new school modelsas alternatives to the traditional factory model for instruction.
• The birth rates among nonwhite populations have increased, while thatrate among whites has decreased. In growing numbers, students of colorfrom a range of cultures are entering formerly all-white schooldistricts for the first time.
• The graying of America caused by rising numbers of senior white citizenshas led to a decline in school support.
• Population shifts continue to increase the colors and socioeconomicstatuses of preK12 students not only in urban centers, but in thesuburbs and rural towns from sea to sea.

Even as these new patterns and practices emerge, much remains the same:

• Lectures in which students are told rather than taught material fillupper-grade classrooms.
• Worksheets followed by tech-prep practice sessions dominate lower-gradeclassrooms.
• Teachers work isolated in their classrooms.
• Textbooks direct the daily recall curriculum.
• Curriculum is fragmented into isolated boxes, with each box representinga basic discipline.
• Textbooks and other materials remain focused on a white, middle-classstudent population.
• Testing is geared to accountability of basic skills in basic curriculumareas.
• Achievement, access, and expectation gaps do not change.
• Low expectations define instruction provided children who are poor orless than affluent.
• There is little equity of resources among school systems.
• In contrast to student populations, white female teachers are thelargest number teaching in the classroom.