Culturally Responsive Teaching as a Freirean Approach to Learning About Structural Racism in K–12 Classrooms

• In Event: Freire's International Legacy in the Fight Against Fascism, Racism, and Social Inequalities

Abstract

We live in contested times in which there are disagreements over almost everything, in particular the causes of inequality and what, if anything, we should do about it. One significant debate is over culturally responsive teaching and teaching about structural racism. In this paper we describe a professional development project that focuses on teaching about structural racism in grades four through twelve. The teachers and students work together to raise questions and pursue research that helps them make sense of the world. We suggest that the pedagogical approach described here embodies Freirean principles of teachers and students collaboratively raising and answering political, economic, and ethical questions about power and inequality in society.

Authors

• Zhe Chen, University of Rochester

• David W. Hursh, University of Rochester

• Shane Wiegand, Rush Henrietta School District