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Discover how to give African American children the education they deserve with this updated new resource
In the newly revised Third Edition of The Dreamkeepers: Successful Teachers of African American Children, distinguished professor Dr. Gloria Ladson-Billings delivers an encouraging exploration of the future of education for African American students. She describes eight exemplary teachers, all of whom differ in their personal style and methods, who share an approach to teaching that affirms and strengthens cultural identity.
In this mixture of scholarship and storytelling, you’ll learn how to create intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of all children. This important book teaches:
What successful teachers do, don’t do, and what we can learn from them Why it’s so important for teachers to work with the unique strengths each student brings to the classroom How to improve educational outcomes for African American children across the country
Perfect for teachers, parents, school leaders, and administrators, The Dreamkeepers will also earn a place in the libraries of school boards, professors of education, urban sociologists, and casual readers with an interest in issues of race and education.
From the Publisher
An Interview with Author and Education Expert Gloria Ladson-Billings
You wrote the first edition of The Dreamkeepers nearly thirty years ago. Has culturally relevant teaching changed over time?
Indeed, it has. I think all social science theory, particularly theory related to education has to evolve and change with the cultural context. Thirty years ago, I could not imagine the way electronic technologies would be ubiquitous both in and outside of classrooms. Also, because I did this work in elementary classrooms I did not factor in the salience and power of youth culture in shaping students’ experiences and understanding. Thus, it is important to incorporate both technology and youth culture in one’s enactment of culturally relevant teaching.
What does culturally relevant teaching look like today in most schools?
That’s difficult to say since very few schools embrace culturally relevant pedagogy as I have defined it through the work of the teachers I studied. Culturally relevant teaching must emphasize three basic components—academic achievement (or student learning), cultural competence, and socio-political or critical consciousness. Typically, no one has a problem with the focus on student learning since that is one of the primary responsibilities of teachers. Many teachers are excited that I do not restrict student learning to student test performance.
The second component, cultural competence, is the most misunderstood concept. This is NOT about having a list of “do’s” and “don’ts” for various groups of students. Culture is dynamic and ever-changing. Cultural competence means allowing students to show up in the classroom with the ability to express their home culture while ensuring that they leave our classrooms fluent in at least one other culture. For students of color that “other culture” typically means what we regard as “mainstream” culture. However, cultural competence does not ignore White students. Living in a diverse, multicultural, democratic society means learning with and from people who are different from us. Ideally, cultural competence means that all our students leave school multi-culturally competent. At minimum, our students should leave school bi-culturally competent.
The third component, socio-political or critical consciousness is the most ignored component. Far too many teachers do not feel safe teaching students to solve real world problems. I try to underscore that this component is not about teachers bringing their own agendas into the classroom but rather listening carefully to the issues that confront students (e.g., specific school rules, school lunches, food insecurity, cell phone bans, etc.) and helping them use the skills they have learned in school (literacy, mathematics, science, social studies, etc.) to solve their own problems.
What is the biggest challenge for educators who want to embrace culturally relevant teaching?
Today, the biggest challenge that teachers confront are partisan battles that exist outside of the classroom at the state and local level. Teachers in 26 states in the US are facing restrictions as to what they can teach concerning issues of diversity, equity, inclusion, race, and gender. Among the restrictions many teachers face is book banning. So, books that may have used to enrich their curriculum are not available. Unfortunately, many of these books are written by award-winning authors such as Jacqueline Woodson, Jayson Reynolds, and Sherman Alexie.
What role do family traditions, customs, and history play in culturally relevant teaching?
Family traditions, customs, and histories are important in all three aspects of culturally teaching. For example, teaching students about the Mexican American custom of the Quinceañera can be contrasted with other coming of age celebrations—Bar Mitzvah, Bat Mitzvah, Sweet 16 celebrations, debutante balls. The larger question for students to examine is, “How do various cultures/communities induct their young into adulthood. Students can discuss with their families how growing up is celebrated in their home, e.g., getting one’s driver’s license, obtaining a first job, turning 18, entering college. The idea of having students leverage their home culture for learning is the same as the widely accepted psychological principal of “prior knowledge.” All human beings make sense of new concepts, skills, and knowledge by drawing on what they already know. Of course, we should allow students to draw on the knowledge, skills, and experiences they bring with them into the classroom.
About the Author
GLORIA LADSON-BILLINGS is the Kellner Family Distinguished Chair in Urban Education Emerita at the University of Wisconsin-Madison. Previously, she worked as a teacher in the Philadelphia public school system. She has served as president of the American Educational Research Association and the National Academy of Education and is a Fellow of the British Academy, the American Academy of Arts & Sciences, and the American Educational Research Association.
Publisher : Jossey-Bass; 3rd edition (June 8, 2022)
Language : English
Paperback : 272 pages
ISBN-10 : 1119791936
ISBN-13 : 978-1119791935
Item Weight : 2.31 pounds
Dimensions : 5.82 x 0.86 x 8.74 inches
