Culturally responsive education (CRE) is a conscious practice that goes alongside equity work. It reinforces cultural and global awareness and pushes education to be reflective, human, and intentional. CRE and equity enhance the experience of both teaching and learning. This work requires constant understanding and perspective to activate multiple competencies and transformative practices. Teachers and students alike partake in a unique social-emotional and cognitive interplay of knowledge and engagement. Teachers as pedagogues help engage and mentor students through a constant reflection of their own selves, thoughts, and practices. Students as leaders share a critical role in culturally relevant education where thinking, feeling, and connecting between the world and themselves. CRE aims to maximize these explicit moments of relationship building, storytelling, questioning, and evaluating between teachers and students. CRE is necessary because it offers a rich lens to see and interact with learning as a holistic and metacognitive experience that transforms civic engagement and self-worth.
Magen is currently conducting independent research and developing her proposed problem of practice. She presented a master class on developing culturally responsive communities at the National EL Conference 2019. She has also developed and facilitated various professional development trainings for colleagues and peers via the NYC Department of Education and the New York University Metro Center centering her work on culturally responsive education and educational equity.
A comprehensive guide to understanding culturally responsive education (CRE).
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color
Author(s): Kimberle Crenshaw
A good example of how perspective can change our thinking and challenge our implicit biases.