43: Developing Culturally Sensitive and Responsive Educators
2023/11/16
再生時間： 1 時間 7 分
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43: Developing Culturally Sensitive and Responsive Educators

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サマリー
Guest Gary R. Howard, Ph.D., has been supporting individuals and organizations in the deeper work of personal, professional, and systemic transformation for the purpose of achieving social justice and equity in our schools and our nation.
Howard is the president and founder of the REACH Center for Multicultural Education in Seattle, Washington. He is the author of We Can’t Teach What We Don’t Know 3rd Edition and We Can’t Lead Where We Won’t Go: An Educators’ Guide to Equity.
Summary
In this conversation, Gary Howard invites listeners to engage in reflective thinking about our racializing experiences. He begins by sharing his story of growing up as a White male in cultural isolation to becoming more culturally responsive during his collegiate years in New Haven, Connecticut. Howard emphasizes the importance of a multiethnic, multireligious, multigender teaching corps to understand that the work of personal transformation goes beyond just being culturally aware, beyond multicultural content, and conversations about differences. It is about the deeper work of acknowledging how our racializing experiences may impact our practice and how we relate to ‘others’ in ways we are not consciously aware of.

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あらすじ・解説

Guest Gary R. Howard, Ph.D., has been supporting individuals and organizations in the deeper work of personal, professional, and systemic transformation for the purpose of achieving social justice and equity in our schools and our nation.

Howard is the president and founder of the REACH Center for Multicultural Education in Seattle, Washington. He is the author of We Can’t Teach What We Don’t Know 3rd Edition and We Can’t Lead Where We Won’t Go: An Educators’ Guide to Equity.

Summary

In this conversation, Gary Howard invites listeners to engage in reflective thinking about our racializing experiences. He begins by sharing his story of growing up as a White male in cultural isolation to becoming more culturally responsive during his collegiate years in New Haven, Connecticut. Howard emphasizes the importance of a multiethnic, multireligious, multigender teaching corps to understand that the work of personal transformation goes beyond just being culturally aware, beyond multicultural content, and conversations about differences. It is about the deeper work of acknowledging how our racializing experiences may impact our practice and how we relate to ‘others’ in ways we are not consciously aware of.

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