2. Teachers who utilize CRT practices value students’ cultural and linguistic
resources and view this knowledge as capital to build upon rather than as a
barrier to learning.
They use capital (i.e., personal experiences and interests) as the basis for
instructional connections to facilitate student learning and development.
These teachers apply: interactive, collaborative teaching methods, strategies, and
ways of interacting that support CLD students’ cultural, linguistic, and racial
experiences and integrate methods with evidence-based practices (EBPs).
Based on work by: Gay (2010), Nieto, Bode, Kang, and Raible (2008); Ladson-
Billings (2009); Harlin and Souto-Manning (2009); Hersi and Watkinson (2012);
Nieto et al., (2008), and Santamaria (2009)
3. Goal 1: Increase faculty understanding and use of culturally responsive pedagogy
Objective 1: Explore personal beliefs/perceptions of diversity/culturally responsive
pedagogy
Objective 2: Introduce faculty to best practices for culturally responsive teaching
Objective 3: Review courses and integrate culturally responsive practices through
programs
4. Goal 2: Increase the ability of program graduates skill in using culturally
responsive practices
Objective 1: Provide opportunities for program graduates to learn culturally
responsive practices.
Objective 2: Increase the ability of program graduates skill in using culturally
responsive practices.
5. Expert talk on implicit bias.
Expert talk on creating an identity safe and culturally responsive learning
community.
Expert talk on culturally responsive evidence-based practices.
IC training with faculty developing graduate courses by CEEDAR experts.
Teacher education faculty developed 5 graduate diversity courses to be used for an
emphasis area for the specialist and doctorate degrees.
6. Workshop on implicit bias with topic expert.
Workshop on addressing sensitive topics of diversity with expert from Facing
History and Ourselves.
Chamber music performance that explores diversity through chamber music, Of
Ebony Embers (explored the Harlem Renaissance).
Special viewing and discussion of Hidden Figures movie in partnership with
School of Engineering, Center for Inclusion, and Student Activities Association in
the Grove.
Video chat discussions filmed with undergraduate and graduate students about
their diversity experiences (Multicultural Moments).
7. Brown Bag - Engaging in Courageous Conversations about Charlottesville: How to
and When?
Education Symposium – Faculty in and outside of the School of Education
presented posters on topics related to the state of education for African-American
students in Mississippi 63 years after Brown v. Board of Education
Workshop on using the CEEDAR NIC to analyze programs and courses with
CEEDAR experts.
Syllabi and course activities uploaded to the CEEDAR NIC.
8. Workshop on using culturally relevant children’s literature.
Workshop on addressing sensitive topics of diversity with expert from Facing
History and Ourselves.
Education Symposium – Undergraduate and graduate students in and outside of
the School of Education presented posters on topics related to the state of
education for African-American students in Mississippi 63 years after Brown v.
Board of Education
Doctoral student panel discussion on the state of education for African-American
students in Mississippi 63 years after Brown v. Board of Education in conjunction
with the Black History Month celebration.
Chamber music performance that explores diversity through chamber music,
Equally Divine (explored gender fluidity) in conjunction with the Women’s History
Month celebration.
9. Objective 1: Provide opportunities for program graduates to learn culturally
responsive practices.
Task 1: Revise 300/400 level teacher education courses to ensure culturally
responsive practices are being addressed with fidelity.
Objective 2: Increase the ability of program graduates skill in using culturally
responsive practices.
Task 1: Develop district partnership and provide PD on culturally responsive and
high leverage practices.
Task 2: Create a faculty/student book study discussion group that focuses on books
that explore issues of diversity.
10. Use the culturally responsive CEEDAR IC to review and revise course syllabi.
Explore IRIS Module on culturally responsive practices.
Expert talk on implicit bias with Oxford School District administrators and
teachers.
Expert talk on implicit bias with SOE faculty.
Complete surveys after each diversity event to determine impact on participants.
11. Book study on The Hate U Give and Skype discussion with author of the book
(Fall 2018).
Book study on another book addressing a diverse topic (Spring 2019).
Book study group will attend The Hate U Give movie together and
discuss/compare movie and book.
Expert talk on HLPs with Oxford School District administrators/teachers and
SOE faculty.
Organize an Inclusion Advisory Committee.
Faculty diversity retreat on diversity, equity, and inclusion.
12. Workshop on addressing sensitive topics of diversity with expert from Facing
History and Ourselves.
Workshop on implementing high-leverage practices (HLPs) into instruction with
CEEDAR expert.
Workshop on implicit bias with topic expert.
Chamber music performance that explores diversity through chamber music, Los
Valientes (explores the lives of Diego Rivera, Archbishop Oscar Romero, and
Joaquin Murrieta: Zorro) in conjunction with Hispanic Heritage Month
celebration.
13. Book study on The Hate U Give and Skype discussion with author of the book
(Fall 2018).
Book study group will attend The Hate U Give movie together and
discuss/compare movie and book.
Book study on another book addressing a diverse topic (Spring 2019).
Complete surveys after each diversity event to determine impact on participants.
14. UM SOE Diversity Office Webpage
Edutopia - Culturally Responsive Resources
Teaching Tolerance
Facing History and Ourselves
The CEEDAR Center
The CEEDAR NIC
Project Implicit - Harvard University
IRIS Center
15. Innovation Configuration: Culturally Responsive Teaching (CEEDAR Center)
Ladson-Billings, G. (1994). The dreamkeepers : Successful teachers of African
American children. San Francisco: Jossey-Bass Publishers.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York,
NY: The New Press
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. New
York, NY: Teachers College Press – Columbia.
Emdin, C. (2017). For White folks who teach in the hood ... and the rest of y'all too:
Reality pedagogy and urban education. Boston, MA: Beacon Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting
authentic engagement and rigor for culturally and linguistically diverse students.
Thousand Oaks, CA: Corwin Press.
Aronson, B. & Laughter, J. (2016). The theory and practice of culturally relevant
education: A synthesis of research across content areas. Review of Educational
Research, 86(1), 163-206.
16. Dr. Erica McCray, Center Co-Director – CEEDAR Center (edm@coe.ufl.edu)
Dr. Meg Kamman, Project Co-Director - CEEDAR Center (mkamman@coe.ufl.edu)
Dr. Benjamin Reese Jr. (Implicit Bias) - Chief Diversity Officer, Duke University
(ben.reese@duke.edu)
Mr. Steven Becton (Identity/Culturally Responsive Communities) – Program
Director, Diversity & Inclusion, Facing History and Ourselves
(steven_becton@facinghistory.org)
Dr. Jennifer Nelson (High Leverage Practices) – Associate Director, Teacher
Education; Ready2Teach Coordinator (jmnelsn1@Memphis.edu)
Dr. Michael J. Orosco (Evidence-Based Practices) – Associate Professor, Special
Education, University of Kansas (mjorosco@ku.edu)
17. Dr. Nichelle C. Robinson, University of MS, School of Education, Diversity Officer
ncboyd@olemiss.edu
Editor's Notes
CRT involves students’ cultural and linguistic backgrounds. Instead of these backgrounds being viewed as a barrier, they are viewed as strengths to build upon. Teachers should use students interests and experiences to help them learn and connect to material. They can do this by developing lessons that engage students and by co-teaching. Students should feel that their culture, language, and racial experiences are supported and explored through their learning experiences.
The 1st 2 years focused on building understanding for faculty and students of CRT practices. You will notice that the faculty and student goals and objectives mirror each other to make sure that both groups are being engaged in the same knowledge base.
You will notice in year 2 that while some activities still mirror each other for faculty and students that other activities that are more student/faculty focused are added. Some faculty also attended some of the student centered activities so there was still some faculty participation in events that were offered with the students in mind.
In year 3 you notice that the focus now shifts away from building knowledge and understanding of CRT practices to actually starting to work on analyzing our CRT practices by analyzing our course syllabi and how we’re addressing CRT in our activities, assignments, readings, field experiences, etc. We’re also adding working with our local district to share this information and on board them to this initiative.
A focus on collecting data about the CRT workshops being offered is also now a focus. Now need evidence of how being exposed to these workshops is impacting what our students and faculty know about CRT.
Also started 2 new activities in year 3 – diversity book discussion book (different way to engage faculty and students where they get to participate in a different and enjoyable way) and an inclusion advisory committee to ensure that everyone’s voice is a part of our diversity conversations.
