This post delves into an important writing prompt, a crucial read, and how both influence me as an educator and writer.
I joined Teachers Write! (a free, online, writing course created by author Kate Messner) hoping to foster a latent story-telling ability (Bear with me, I will get to the read!). I’m both unpracticed and uncertain about writing fiction. Nonetheless, come nervousness or foot-dragging I go to the keyboard each day, and write. Until last Wednesday’s assignment. I almost decided not to do it. I re-read it. Read the comments. Walked away. Came back. Read it again. Finally, I tried it out.
It’s not that the other assignments have been easy, they haven’t. But this one was particularly challenging. You see, author Christina Diaz Gonzales, said to craft “authentic diverse characters…someone unlike you or your background”. My mind immediately went to differences in race, culture, and language. Differences that are complicated. Differences that I’ve been thinking alot about due to Culturally Responsive Teaching and the Brain, by Zaretta Hammond.
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For me, this book has been a game-changer. Truth be told, I’m only half-way through it. However, I can already feel the affects it is having on me as an educator and writer. Here’s a little bit about that.
Culture is critical in the school-lives of students, teachers, and families.
Sounds pretty simple, right? Yet in Culturally Responsive Teaching and the Brain it becomes profound. This is because Hammond demystifies what culture is, why it affects us, and how teachers can guide students in culturally responsive ways. She does this by pulling back the curtain on the link between our neurology, our hormones, and our views of the world. For teachers, these links are paramount to “getting dependent students of color ready for rigor” (p.34).
Light-bulb-moment – One of the ahas from this book is having a way to categorize and articulate different layers of culture: surface, shallow, and deep.
- Surface focuses on “observable and concrete elements…such as food, dress, music, and holidays” (p. 22).
- Shallow “is made up of unspoken rules around everyday social interactions and norms…Nonverbal cummunication that builds rapport and trust…comes out of shallow culture” (p.22).
- Deep envelops our “unconscious assumptions that govern our worldview…[and has] an intense emotional charge” (p.23).
In teaching – For a long time I had an inkling that adding features of surface culture to a classroom or school might be beneficial, but wasn’t enough. Understanding cultural layers provides a framework for seeing our students as more than what they celebrate, wear, eat, or listen to. While these things are important, we need to get at the shallow and deep layers so that we can provide instruction that all brains will react to. Fortunately Hammond’s book provides a framework for how to do just that!
In writing – This is critical information when writing about characters that are different from ourselves. It might be easy to research surface layers of culture. But how do we go about excavating the shallow and deep culture of our characters? For me this is an important question, because I believe that without including these layers we run the risk of “unwittingly writing something that might be construed as offensive, inaccurate, or demeaning” (Christina Diaz Gonzalez, Teachers Write, 7/15/15). Lucky for us, in a teacher-writer-friendly-way, Ms. Gonzalez has shared valuable tips and tools for our use.
There is more to write about Culturally Responsive Teaching and the Brain than I could possibly include in one post. However, I want to share a few more salient topics so that you run out and by this book, now. It will definitely change you.
- The effects of socio-political context on intellectual apartheid and dependent learners
- How poverty is not a culture, and why we need to view it differently
- Cultural archetypes that all teachers (and teacher-writers) should understand
- A framework for being a culturally responsive teacher
- The importance of letting diverse students know we care, and doing so in ways they can relate to
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I also want to highlight the wisdom of author Christina Diaz Gonzalez, and encourage you to read her works. In giving us an assignment to create characters that are different from us, Gonzalez validates the experiences of all children and readers. “We need books that reflect all the faces and facets of the world we live in and you should be writing about them”, she says (Teachers Write, 7/15/15). So thank you, Ms. Gonzalez, for opening my eyes to a new ways of crafting characters. And thank you for sparking deeper thought about working with students to include diversity in their writing.
For more on Culturally Responsive Teaching and the Brain
#edaware – July 2015 join the 8pm CST Sunday Twitter chat
www.ready4rigor.com – Zaretta Hammond’s website/blog
Ready4Rigor Facebook group – Member’s only group started by Zaretta Hammond
For more on diverse writing and books
The Importance of Diversity in Library Programs and Material Collections for Children – white paper from the American Library Association on why diverse collections are needed and what librarians can do
We Need Diverse Books™ – “a grassroots organization of children’s book lovers that advocates essential changes in the publishing industry to produce and promote literature that reflects and honors the lives of all young people”
Are Authors Scared to Write Diverse Books? – opinion piece on getting past fear about writing diverse characters, by author Roni Lonin in Huff Post Books