“People want equity, it's in every school district statement, but at the same time, people are wanting to keep a moat, if you will, around our racial history.”
— Zaretta Hammond, author of "Culturally Responsive Teaching and the Brain" and teacher educator
Students learn best where they feel a sense of safety and belonging. The science of learning and development shows environments that foster these feelings open up the brain to learning.
But what if children find themselves in spaces that are inequitable by design, that prevent instead of promote safety and belonging? What can teachers and schools do if the design of our education system is an obstacle to learning in and of itself? What does it mean to be a culturally responsive teacher — and why is that necessary, not only to stimulate intellectual curiosity, but to move beyond "cognitive redlining" and transition students to "cognitive independence"?
On the latest episode of Turnaround for Children’s podcast, The 180, we spoke with Zaretta Hammond, author of "Culturally Responsive Teaching and the Brain" and founder of the "Ready 4 Rigor" blog.She is a former English teacher and, for nearly two decades, has worked at the crux of instructional design, professional development, and achieving equity.
Hammond's research explores and analyzes the brain functions that inform how we learn and think. It delves deeply into how all students, especially students of color, would benefit from culturally-responsive teaching, and what it means — and doesn't mean — for how educators can keep students at the center of education.
Listen to previous episodes of The 180:
- Dan Cogan-Drew: Helping Students Become Agents of Their Own Learning
- P.S. 340: Getting to Know How Students Are Feeling and Functioning
- Christina Theokas, Ph.D.: The Well-Being Index
The 180 Podcast explores how to transform 21st century education using 21st century science with leading voices in American education, health and child development.
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