Culturally Responsive Teaching Series
The Teaching Academy, in partnership with the Community College of Baltimore County (CCBC), offers a special training opportunity: The Culturally Responsive Teaching (CRT) Workshop Series.
The CRT Program trains faculty and others by engaging them in self-reflective processes that allow them to convey to others—students, for example—the need for self-reflection, for self-awareness, for mindful engagement in life’s ever-changing cultural contexts. The CRT Program at CCBC emphasizes that because we human beings are the most social of animals, wherever human beings are, culture is always present. Our perceptions, interpretations, beliefs, and even our knowledge are culturally framed by our experiences in unique social networks of meaning making. Because perceptions of race are learned within bonded social-cultural networks, “race” too is always present and should be examined cooperatively and respectfully through dialogue.
Culturally Responsive Teaching Series - Spring 2021
When: Wednesdays, April 20th, April 27th, May 4th, May 11th from 6-8 PM ET
Location: Online
Registration: PhD and Post-doctoral Fellows at Johns Hopkins University can register by clicking the links below for the date they plan to attend; Registration required to receive access to Zoom session.
REGISTER
Please note that attending all four workshops in this series may count as your Phase I of the Teaching Academy's Certificate of Completion.
April 20: Meanings of Culture and Race: The use of intersubjective dialogue in critical discussions
This is module is considered foundational to our training. It explores the multiple meanings of culture, and defines and explores race as a social construct. This workshop will lead participants through several simple activities that illustrate the CRTL principle that educators must always reflect on how the meanings of our cultures influence our interactions with others, particularly students. It explores the origins of race in the United States, as well as how its social construction leads to bias within our institutions. It will use role-play to explore the power of intersubjective dialogue in the classroom.
April 27: Facing Whiteness: White Supremacy as bonded social capital
Successful implementation of culturally responsive pedagogy begins when we reflect on our own cultural background, interpret how our experiences affects our practice, and inquire into opportunities for growth. This workshop offers a space for faculty and staff, particularly White faculty and staff who usually make up the majority of educational institution faculty and staff, to examine and consider how the social construction of Whiteness affects their lives and experiences.
May 4: Using Cognitive Dissonance to Combat Resistance
This module will help participants identify, understand and lessen resistance to equity-minded practices. When we discuss how and why race and culture impact equity in our institutions and create achievement differences, resistance may show up as belief in deficit mindedness, and denial and defense mechanisms. This training will illustrate how to help people navigate resistance and other defense mechanisms to reach a place of empathy and care by recognizing and "sitting with" feelings of dissonance. We will also discuss how transformational learning theory is a useful tool for promoting equity work.
May 11: Theory into Practice: What does a CRTL classroom look like?
Culturally responsive teaching should result in students achieving academic success, cultural competence, and socio-political consciousness. This workshop provides a framework for faculty to reflect on four domains of their teaching practice—curriculum, teaching methods, relationships, and personal beliefs—to identify areas to infuse cultural pedagogy. Participants will preview interventions that support CRTL, such as high impact practices, transparency in learning and teaching, and syllabus review.
Teaching