Often times in education, there is a disconnect between the curriculum being taught and the reality of the daily lives of the students. As expressed my numerous leaders in minority communities, including Howard University graduate Dr. Ta-Nehisi Coates who authored the book Between the World and Me, the content stressed in the school setting is viewed as far less valuable in urban areas than the lessons taught by the streets. For many students living in urban communities, survival of this concrete jungle is crucial, while all other subjects become secondary.
Dr. Coates explains that although he felt personally connected with one or two of his teachers, he like many other students who grow up near or in poverty stricken communities, felt the …show more content…
Instead of regurgitating a curriculum designed for suburban communities, this way of teaching meets the students where they are culturally instead of requiring them to adapt to a system of teaching they feel little to no connection to. Professor of Education at Columbia University, Dr. Christopher Emdin refers to this way of teaching as “Reality Pedagogy”. Dr. Edmin is the author of the book, For White Folks Who Teach in the Hood… and the Rest of Y’all Too. In this book Dr. Edmin reminds us that the children and young people in our urban schools are worthy of every attempt to sharpen their minds and prepare them for success are beyond he classroom. As an educator who often raps to reach many of his college students, Dr. Edmin draws from his own experiences of feeling undervalued and invisible in our education system as a young man of …show more content…
As apart in institutions of higher learning such as Historically Black Colleges and Universities, the success of the student is magnified when there is a culturally investment in the education. Culturally Relevlant Pedagogy, or “Reality Pedagogy”, is a clear way of reaching a population if students that have been previously overlooked and underestimated. This method of teaching has been referred to as a powerful dance of art, because of the amount of purposeful connections that are required. By providing students with safe spaces to embrace their own personal culturally identity, we are equipping our urban youth with essential confidence in their own abilities that translate beyond the
Dr. Coates explains that although he felt personally connected with one or two of his teachers, he like many other students who grow up near or in poverty stricken communities, felt the …show more content…
Instead of regurgitating a curriculum designed for suburban communities, this way of teaching meets the students where they are culturally instead of requiring them to adapt to a system of teaching they feel little to no connection to. Professor of Education at Columbia University, Dr. Christopher Emdin refers to this way of teaching as “Reality Pedagogy”. Dr. Edmin is the author of the book, For White Folks Who Teach in the Hood… and the Rest of Y’all Too. In this book Dr. Edmin reminds us that the children and young people in our urban schools are worthy of every attempt to sharpen their minds and prepare them for success are beyond he classroom. As an educator who often raps to reach many of his college students, Dr. Edmin draws from his own experiences of feeling undervalued and invisible in our education system as a young man of …show more content…
As apart in institutions of higher learning such as Historically Black Colleges and Universities, the success of the student is magnified when there is a culturally investment in the education. Culturally Relevlant Pedagogy, or “Reality Pedagogy”, is a clear way of reaching a population if students that have been previously overlooked and underestimated. This method of teaching has been referred to as a powerful dance of art, because of the amount of purposeful connections that are required. By providing students with safe spaces to embrace their own personal culturally identity, we are equipping our urban youth with essential confidence in their own abilities that translate beyond the