Culturally Responsive Teaching Article Review Assignment
Gracie Frame
Department of Education, Liberty University
EDUC 410: Elementary School Curriculum
Professor Holder
November 27, 2023
Culturally Responsive Teaching
Summary of Article One
Culturally responsive teaching focuses on bridging the gap between teachers and students
by gaining a more in-depth understanding of the cultural differences that cause issues with the
relationship between the teacher and student and a more significant disadvantage when it comes
to comprehension in the classroom. The article Culturally Responsive Teaching by Peggy
Ashbrook explains that teachers achieve culturally responsive teaching by building a relationship
with the student and their families to understand better the diverse cultures that each student is a
part of. An excellent opportunity to support culturally responsive teaching is providing
opportunities in the classroom for students to connect their home activities with school science
explorations (Ashbrook, 2021). Although this article is based on science, these practices can be
used across all areas of the classroom.
Summary of Article Two
Student Teachers’ Diverse Knowledge and Experiences of Religion – Implications for
Culturally Responsive Teaching by Sally Elton-Chalcraft is a fascinating journal article that
explains data from 97 student teachers about their knowledge of religion and religious education
and how it impacts their abilities to be culturally responsive teachers. The questionnaire provided
data showing that most of these students were unaware of diversity issues and how to work
inclusively with children from diverse cultures (Elton-Craft, 2020). Elton-Craft explains that
teachers must understand students and their cultures to ensure that students reach their full
potential despite their culture and background. This research project was conducted to prove that
children should not be at a disadvantage because of the “one size fits all” curriculum.
Comparison and Contrast
These two articles are similar in many prominent ways. First, both articles emphasize the
importance of building a solid relationship between the teacher and the student and going the
extra mile to learn about each student's diverse needs and cultures. Both articles also provide
good examples of starting points and practices that teachers can practice in the classroom, such
as participating in activities that will help teachers understand how cultures are a part of
everyday life and encouraging meaningful interactions with cross-group peers.
The two articles contrast in the overall purpose of the study. The first article focuses on
practices that can be used to help children grow in their understanding of science as learners and
doers. The article provides information on culturally responsive science teachers' opportunities to
incorporate the culturally responsive teaching of science in the classroom. The second article
focuses on teachers understanding the diverse knowledge of religions and using that knowledge
to create a framework for culturally responsive teaching in the classroom. When teachers take the
time to learn beyond the students personality at school, they are showing true interest for
learning about the student and creating a diverse classroom community that supports all students.
Justification and Importance
The information found in these two articles provides essential knowledge to build on. The
articles open up your eyes in ways you would never imagine. Teachers must build relationships
with their students and their families to incorporate their cultures into the classroom. In the first
article, Ashbrook gives examples of ways students can incorporate their work and lifestyles at
home and bring them to the classroom. This is an excellent idea because it gives teachers more
knowledge of the student’s background than they may receive from a conversation with the
student. Opportunities like this allow students to express who they are and what they are like.
This practice is a necessity in the classroom. Understanding that students come from different
backgrounds and religions and going the extra mile to learn about their lives and learning needs
allows teachers to open up their minds when building a framework for their culturally responsive
classroom.
Reference
Ashbrook, P. (2021). Culturally Responsive Teaching. Science and Children, 58(4).
https://www.proquest.com/docview/2501208508?
_oafollow=false&accountid=12085&pq-origsite=summon
Elton-Chalcraft, S. (2020). Student Teachers’ Diverse Knowledge and Experiences of Religion -
Implications for Culturally Responsive Teaching. Journal of Higher Education and
Practice, 20(6), 35–54. https://www.proquest.com/docview/2454186603?pq-
origsite=summon&accountid=12085&_oafollow=false
