Cultural responsiveness and cultural relevance are concepts and tenants central to our work with leaders across educational settings. As a College of Education and Human Development, we believe that professionals who are aware of their own identities, privileges and biases have a critical framework for examining factors related to racism, sexism, ageism, heterosexism, and ableism in terms of political history, power, stereotyped perceptions and practices across society, groups, and among individuals. Such a framework guides leaders’ work with multiple and varied constituents in a diverse, 21st century democratic society.
Culturally responsive pedagogies are grounded in Gay's (2000) assertion that the academic achievement and educational opportunities of students from racially, culturally, ethnically, and linguistically diverse (RCELD) backgrounds improve when educators ensure that classroom instruction is responsive and reflective of students' home and life cultures. Teaching that is culturally responsive is described as a continuum of behaviors and beliefs that serve to empower students to critically examine both educational content and processes by using students' cultures to create meaning and help them understand the world. From this perspective, teachers emphasize academic success along with social and cultural success and consider the appropriateness and effectiveness of both the curriculum and pedagogy (Ladson-Billings, 1992; Vavrus, 2002).
The CEHD hosts the International Teaching Experience each year in the spring. Students participate in an life-changing experience of working with and learning from students and teachers in countries such as Belize. To learn more and register for the next trip, go to http://louisville.edu/education/international-learning.
We are currently working to expand to other countries around the world as global outreach is one of our top priorities in education.
The UofL Grawemeyer Award in Education is intended to stimulate the dissemination and public scrutiny of ideas that have potential to bring about significant change and improvement in educational practice and advances in educational attainment. Many great teachers and researchers in the field of education have been chosen to receive this award. For example, Linda Darling-Hammond, James Comer, and collaborators Edward Zigler, Walter Gilliam, and Stephanie Jones are just a few of the outstanding winners chosen for their contributions their fields.