We could spend years studying culturally responsive theory and techniques. While some of you may be beginners, others likely bring extensive experience.

This course focuses specifically on course materials, and before we can consider what might make our materials more culturally responsive, it is important to establish some context and definitions of culturally responsive pedagogy, especially for those of you who are new to this topic.

One of the more commonly cited definitions of culturally responsive teaching comes from Geneva Gay. She defines it as, "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.” Dr. Gay also describes CRT characteristics:

Communication of high expectations
Learning within the context of culture
Student-centered instruction
Teacher as facilitator

-from her book, Culturally responsive teaching: theory, research, and practice, 2010.

For a digestible and very brief overview of major definitions and formative scholars of culturally responsive teaching, see Understanding Culturally Responsive Teaching from the think tank, New America. Are there definitions here that especially resonate with you and your work? How do they compliment each other and where do they diverge?

Other scholars have expanded beyond the works of scholars like Gay, Ladson-Billings, and Paris. Zaretta Hammond's work, focusing on how culturally responsive teaching can impact students' capacity for learning, has informed much of the recent statewide work in Oregon's K-12 system, including recent legislation, HB2967. Read the article, "Culturally responsive teaching: 4 misconceptions," for a primer on Hammond's work, or listen to the linked podcast on that page (42:34) if you prefer. Hammond focuses on "building capacity" for learners. As you read about her work, consider how we can apply these ideas within student-facing course materials. Check out Hammond's book, Culturally responsive teaching and the brain if you would like to delve deeper.

Definitions of culturally responsive teaching are evolving, and not all scholars agree. Hammond's definition, for example, directly conflicts with Gay's work in some ways. In this course, we have chosen to present multiple perspectives and approaches with the hope that you will critically consider opportunities for improving your own course materials.

How can we think about and apply these definitions of CRT in relation to course materials, specifically, and what opportunities are afforded by flexible copyright?