Spring/Fall 2020

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34 Culturally Responsive Pedagogies in Turbulent Times (and Beyond) Dr. Nicol R. Howard and Knikole Taylor e learning process should be one that engages everyone, including teachers and students. According to bell hooks (1994), an engaged teacher and an engaged student exist in a classroom where education is a practice of freedom and excitement stimulates intellectual and academic growth. Reciprocity and respect are paramount to maintaining such a democratic space whereby students have a voice in their own learning and teachers affirm their students' self-actualization, while actively committing to their own. Similarly, culturally responsive teaching calls for an awareness of self and a democratic space for student learning. As teachers consider culturally responsive teaching practices and how to adopt them in their classrooms, Hammond (2015) identifies four practice areas for culturally responsive teaching. Nicol R. Howard, Ph.D. is currently an assistant professor and program coordinator in the School of Education (Department of Teaching and Learning) at the University of Redlands. Nicol has served as an educator in various capacities over the past 20 years. Nicol's concern for certain inequities in education and her research projects have led to publications in several educational journals. She has also written for ISTE, Edutopia, and Corwin Connect. She has co-authored several books and She is the recent recipient of ISTE's Making IT Happen Award and an Outstanding Faculty Award in Service at the University of Redlands. "To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin" (hooks, 1994, p.13).

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