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Classroom Practice/Program

Culturally Relevant/Responsive and Sustaining Pedagogy

Racial and cultural diversity are hallmarks of American society. To celebrate this diversity and
cultivate harmony and respect for all peoples, educators must nurture equity inclusion within the
classroom. Students enter the classroom carrying an assortment of beliefs. These may include racial and
cultural prejudices picked up from their families, neighborhoods, and pop culture. Educators can help
combat prejudice and racial discord by supporting positive behaviors among students, fostering a sense
of belonging for all students and their families, and instilling respect for all peoples (The SHARE Team,
2022a).
Over the past few decades, students and their experiences, upbringings, and backgrounds have
changed. Classrooms now reflect families of
varying races, cultures, and socioeconomic
statuses. As a result, the way teachers educate
these students must change. Culturally responsive
pedagogy is a student-centered approach to
teaching in which each student’s unique cultural
strengths are identified and nurtured to promote
student achievement and a sense of well-being
about the student’s cultural place in the world
(Lynch, 2016). Culturally sustaining pedagogy
builds upon the asset-based culturally relevant
and responsive pedagogies, promotes equality
across racial and ethnic communities, and seeks
Ready to sing about Martin Luther King Jr., Grade to ensure access and opportunity. Culturally
3 students expand their cultural understanding and sustaining pedagogy also supports students to
appreciation. critique and question dominant power structures

in societies (CDE, 2022).
Grade 3 students engage in culturally responsive/relevant and sustaining learning in their music
lessons. For example, scholars sing African American freedom songs and spirituals from their music
books, including songs of the Underground Railroad and Civil Rights Movement such as “Follow
the Drinkin’ Gourd” and “Keep Your Eyes on the Prize.” Pupils learn, read, and write about inspiring
Black leaders such as Harriet Tubman and Dr. Martin Luther King Jr. while also gaining skills and
intellect in music history and music terminology.
Most importantly, students engage in powerful
discussions regarding equity, diversity, teamwork,
justice, and cultural respect by speaking about
kindness, fairness, celebration of differences, and
treating others as one would like to be treated.
Grade 4 students participate in listening to
music, singing, conducting, keeping the steady
beat, and dancing to music. Students take part in
responding to music genres such as rock ‘n’ roll,
world/multicultural, classical, spirituals, blues,
and rap. These learners are exposed to a world of
possibilities as they categorize and classify musical
instruments and musical time periods within and
outside of each genre. Students also enjoy playing Grade 4 students display whiteboard sketches of
djembe, tubano, and frame drums along with audio various musical instruments labeled in Spanish.

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