In a book that reads more like a how-to manual than a critical reflection, Bonnie M. Davis guides us through the steps to teaching children who "don't look like us." Addressing the how of multicultural education, rather than the why, Davis provides concrete strategies for building high expectations, welcoming diverse learners, differentiating instruction, and instilling a love of learning in our students. We welcome these strategies as allies in our efforts to provide transformative education for our students.
But, before we can productively delve into the strategies that Davis provides, we must address this author's assumptions. Implicit in her title is the expectation that the reader is a white, middle-class teacher, whose "diverse learners" are "the homeless children, the migrant children, the immigrant children learning english, children dealing with gender issues, children with learning disabilities, special needs children, and children from diverse cultures" (x). For a book that aims to address issues of diversity, we find this to be a surprisingly inadequate definition of that term. Nowhere does Davis allow that teachers interested in culturally responsive education--teachers who might pick up this book--might, in fact, look like their students.
While this assumption is problematic, Davis does not claim to be an expert on the topic of cultural diversity. Rather, she invites a fluid dialogue on the topic, encouraging teachers to take the text, mold it to their interests and situations, and create unique action plans to serve their students. In the coming posts, rather than summarizing Davis's own perspective, we will be reflecting on her ideas as they relate to our own experiences. We will question, converse, and likely disagree. While difficult and controversial, these conversations will form the necessary foundation for honest, productive work.
We invite you to join us as we begin this conversation.
All the best,
Alli, Chloe, Jeff, Lindsay, and Michelle
But, before we can productively delve into the strategies that Davis provides, we must address this author's assumptions. Implicit in her title is the expectation that the reader is a white, middle-class teacher, whose "diverse learners" are "the homeless children, the migrant children, the immigrant children learning english, children dealing with gender issues, children with learning disabilities, special needs children, and children from diverse cultures" (x). For a book that aims to address issues of diversity, we find this to be a surprisingly inadequate definition of that term. Nowhere does Davis allow that teachers interested in culturally responsive education--teachers who might pick up this book--might, in fact, look like their students.
While this assumption is problematic, Davis does not claim to be an expert on the topic of cultural diversity. Rather, she invites a fluid dialogue on the topic, encouraging teachers to take the text, mold it to their interests and situations, and create unique action plans to serve their students. In the coming posts, rather than summarizing Davis's own perspective, we will be reflecting on her ideas as they relate to our own experiences. We will question, converse, and likely disagree. While difficult and controversial, these conversations will form the necessary foundation for honest, productive work.
We invite you to join us as we begin this conversation.
All the best,
Alli, Chloe, Jeff, Lindsay, and Michelle
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