Identity Drives Engagement

✨ Hello, Purposeful Educators! ✨

Welcome to the fifth edition of the six-part series, “Question Everything.” In this series, inspired by Neil Postman’s book, The End of Education, we explore the five narratives Postman proposes to redefine the purpose and value of our education system.

This week, we explore "The Law of Diversity," focusing on how culturally responsive teaching and making learning relevant are crucial for helping every student see themselves in the curriculum and lessons we teach. We will reflect on my seven truths of classroom success (introduced here) and examine how these truths align with the principles of diversity and inclusion inherent in Postman's narrative.

I’ll share practical examples using the CARE framework: providing students with Choices, fostering Authentic connections, applying learning to the Real world, and Empowering students to showcase their learning.

In Neil Postman’s narrative "The Law of Diversity," he emphasizes the value of incorporating multiple perspectives and diverse experiences into education. Postman argues that education must celebrate differences, recognizing that a rich variety of viewpoints enhances learning and fosters a more inclusive and equitable society. This concept aligns with the principles of culturally responsive teaching, which seeks to make learning relevant and accessible to all students by acknowledging and incorporating their diverse cultural backgrounds.

The Law of Diversity: Practical Applications of Culturally Responsive Teaching

Connecting Diversity to Student Engagement

Culturally responsive teaching is built on the understanding that students bring their unique experiences, cultures, and identities into the classroom. By recognizing and valuing this diversity, educators can create a learning environment where all students see themselves reflected in the curriculum. This approach is not just about including diverse content; it's about making meaningful connections between the material and students' lives. When students see their cultures and experiences represented in the lessons, their engagement and motivation increase, leading to deeper learning and a stronger sense of belonging.

Entry Point: Even as a science teacher, and professional learning facilitator, I find Facing History incredibly useful. Their "Windows, Mirrors, and Sliding Glass Doors" activity is perfect for this week's topic.

In my contexts, I consider how the learning experiences and resources may be perceived as windows, mirrors, and sliding glass doors. I particularly appreciate the layer of complexity that "when the lighting is just right, a window can become a mirror" adds to the metaphor by suggesting that under certain conditions, what we observe in others (through a window) can reflect back on us, leading to deeper empathy and self-reflection. This happens when we engage deeply with content and see aspects of our own experiences and identities in the stories or perspectives of others.

Culturally Responsive Teaching and Seeing Ourselves in the Curriculum

Neil Postman’s "The Law of Diversity" narrative highlights the importance of recognizing and valuing diverse perspectives in education. This idea is foundational to culturally responsive teaching, which seeks to make learning relevant by ensuring that each student sees themselves in the curriculum and lessons we teach.

To deepen our understanding, let’s explore the concept of "windows, mirrors, and sliding glass doors," a framework developed by Dr. Rudine Sims Bishop and widely used in educational settings. It suggests that literature (and by extension, all curriculum content) serves as:

• Windows: Offering views into someone else’s world, allowing students to see and learn about experiences, cultures, and perspectives different from their own.
• Mirrors: Reflecting students' own experiences, helping them see their lives and cultures validated and represented in the curriculum.
• Sliding Glass Doors: Inviting students to step into a new experience, offering opportunities to empathize and potentially alter their worldview.

However, there’s a subtle yet profound aspect to the "mirrors" metaphor. "When the lighting is just right, a window can become a mirror." This implies that when students engage deeply with content - when they are encouraged to use empathy and critical thinking, what starts as a view into someone else’s world (a window) can transform into a reflection of their own experiences and values (a mirror). This reflective process is crucial for developing empathy and self-awareness.

Empathy and Self-Reflection in Education

In culturally responsive teaching, this fluidity between windows and mirrors is intentional. By presenting students with diverse perspectives, we invite them to not only understand others but also to see aspects of themselves in those stories. This can be especially powerful in a classroom where students may not always see themselves represented in traditional curriculum materials. When we curate content that reflects the diverse experiences and backgrounds of our students, we create opportunities for every student to engage in meaningful self-reflection and connection.

For instance, using literature and historical accounts from various cultural perspectives allows students to view these events through multiple lenses. For some students, these narratives might serve as windows into a history they have not personally experienced. For others, these same stories might become mirrors, reflecting their own family histories or current realities. And for all students, these windows might become mirrors under the right "lighting," moments of deep engagement and empathy.

In this way, culturally responsive teaching aligns with Postman’s "The Law of Diversity," by promoting an environment where diversity is not just acknowledged but is central to the learning experience. It’s about making sure that each student can see themselves in the curriculum, feel validated, and be empowered to step into new perspectives, ultimately preparing them to engage with a diverse and interconnected world.

Practical Examples Using the CARE Framework

Choices:

Student-Led Cultural Projects: Create opportunities for students to take the lead on projects that reflect their cultural backgrounds or address issues important to their communities. For instance, students could research and present on the history of a cultural tradition, create a multimedia project exploring a social issue affecting their community, or develop a project that connects their personal experiences to themes in the broader curriculum.

Authentic Connections:

Culturally Relevant Literature and Media: Integrate diverse books, articles, and media into your curriculum that reflect the varied cultures and experiences of your students. Facilitate discussions that encourage students to draw connections between the material and their own lives, helping them see themselves in the content. This practice aligns with the "mirrors" concept, allowing students to see their experiences reflected in the curriculum, while also serving as "windows" for peers to view and understand different perspectives.

Real-World Applications:

Community-Based Learning: Engage students in projects that connect classroom learning to real-world issues within their communities. For example, students might participate in a service-learning project that addresses a local need or partner with community organizations. This type of project makes learning relevant and empowers students to apply their knowledge to real-world challenges, reflecting the idea that education can be a "sliding glass door" into active civic engagement.

Empowerment:

Student Voice and Agency: Create opportunities for students to share their experiences and perspectives through class discussions, projects, and multimedia assignments. By encouraging students to speak up about issues that matter to them, you validate their identities and empower them to take an active role in their education. This practice helps students see themselves as important contributors to the classroom community and prepares them to be advocates for change in the broader society.

By embracing the "Law of Diversity" and integrating culturally responsive teaching into the classroom, educators can create a more inclusive and engaging learning environment. This approach not only enhances student learning but also helps develop a more just and equitable society by preparing students to understand and appreciate the richness of diverse perspectives.

Note: While this section focuses on the concepts of windows, mirrors, and sliding glass doors as tools for making learning culturally responsive, it's important to acknowledge that CRT encompasses much more. It also involves understanding students' cultural contexts, building meaningful relationships, adapting teaching practices to meet diverse needs, maintaining high expectations for all students, and challenging systemic inequities within the education system. These are critical components of CRT that go beyond the scope of this discussion but are equally essential for creating an inclusive and equitable learning environment. For more check out this early article by Zaretta Hammond.

🪩 Reflecting on Recent Developments

I'm honored that districts have chosen my services to collaborate on project-based and phenomena-driven planning. If you're looking to bring more engaging and effective curriculum strategies to your school or classroom, or if you're interested in starting after-school interest groups that inspire students, I would love to help. Book a call and let's explore how my in-person professional development sessions and online courses can support your goals and make learning more dynamic and relevant for your students.

I also have the following prerecorded PD options:

My Courses at Otis for Educators

Educate On Purpose Courses (Self-paced courses are free until September)

Teach With C.A.R.E. at EduSpark

🔮 Looking Ahead

October is going to be a busy month! I hope to meet you if you at one of these conferences.

October 5 - Rhode Island Science Teachers Association's Annual Conference at the University of Rhode Island

Phenomena-Driven Instruction to Cultivate Equitable Science Classrooms: This session will focus on making science both engaging and empowering.

October 16 + 17- MassCUE Fall Conference at Gillette Stadium

Teachers’ AIde: Using AI as a Co-Planner: will be featured in the AI Playground. This session will explore how AI tools can be used as collaborative planning partners.

Mission Phenomenal: Empowering Inclusive Science Education through Phenomena-Driven Instruction: in the Educator Showcase Session. This session will focus on the power of using real-world phenomena to engage students in science learning.

October 19 - Connecting and Collaborating: Connecticut Science Teachers Association Conference in Glastonbury

Triangulating Success: A Three-Pronged Approach to Formative Assessment: This session will explain the formative assessment routine that I have developed which embeds ongoing assessment of content, SEL, and practical measures.

The Role of Phenomena in Cultivating Equitable Science Classrooms: This session will focus on how using real-world phenomena in science education can create more inclusive and equitable learning environments, helping all students connect with the material and engage in deeper learning.

📚 Off The Shelf

This week, I'm pulling "Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy" by Dr. Gholdy Muhammad off the shelf. This insightful book presents an innovative approach to literacy instruction that goes beyond traditional methods, emphasizing the importance of culturally and historically responsive teaching. Dr. Gholdy M. introduces a framework designed to help educators cultivate literacy skills while also fostering a sense of identity, intellectual development, criticality, and joy in their students.

Drawing on historical examples of Black literary societies, Cultivating Genius offers practical strategies for educators to create a more inclusive and equitable learning environment. It encourages educators to think deeply about the content they present and how it reflects (or fails to reflect) the diverse identities of their students.

This book aligns beautifully with our current discussion on making learning relevant and ensuring that all students see themselves in the curriculum. By incorporating Dr. Muhammad’s framework, educators can better support the academic and personal growth of every student, honoring their unique cultural backgrounds and experiences.

If you're interested in learning more, you can explore the book further on Goodreads.

💭 Closing Thoughts

As we wrap up this edition, let's take a moment to reflect on the importance of creating learning environments where all students feel seen, heard, and valued. By incorporating culturally responsive teaching practices, we not only enrich the educational experience but also help students develop a deeper connection to the content, their peers, and their own identities.

While the "windows, mirrors, and sliding glass doors" metaphor is a powerful tool for understanding how students can engage with the curriculum, it’s important to recognize that culturally responsive teaching goes beyond this framework. It involves a broader commitment to equity, justice, and inclusion in all aspects of education.

As you move forward in your teaching journey, I encourage you to continue questioning, exploring, and challenging the status quo. By doing so, we can create a more just and inclusive educational landscape—one that truly reflects and respects the diverse experiences and identities of all students.

Next week, we’ll look into Postman’s “Word Weavers/The World Makers” narrative, exploring how the language we use shapes our reality. We’ll examine the powerful role of storytelling in education and how the words we choose can either limit or expand our students’ understanding of the world. Get ready to explore how we, as educators, can become "world makers" by weaving narratives that inspire and empower the next generation. Don’t miss it!

Until next week, keep fostering curiosity, embracing possibilities, and making every interaction count.

✌🏼❤️📚 Bonnie