Humanizing Research, I was struck by how
important it is to practice culturally relevant pedagogy. Had it not been for
this instructor to recognize the cultural significance of giftedness, Romero-Little
may have been one more instructor that let her students fall through the
cracks. It is just another piece in supporting the need for more teachers to
practice culturally relevant pedagogy. On that same thread, I am led to
question my own research and try to decipher what cultural practices I am
hoping to teach. Interestingly enough it has been in front of me from the beginning
of my research but I never looked at it in that way.
After reading the chapter “Revisiting the Kres Study to Envision the Future” in
Initially I
was drawn to outdoor education through my own experience in the field and was
pointed in the direction of David Louv’s book Last Child in the Woods. In summation, he addresses the main issue
of nature deficit disorder and the importance of getting children exposed to
nature and the natural world. On the same note as Louv, I ran across a recent
article published in the Huffington Post titled “Nature Connection Will Be theNext Big Human Trend” which highlights the importance of connecting children to
nature and their natural world. What I recognized in my own research and aims
to create a curriculum using outdoor education pedagogy, is that I am making a
broad cultural connection that all humans share and can relate to no matter
what the color of one’s skin, ethnicity, and cultural heritage; which is
nature. The important connection that I am intending to make is a new
connection that students can have with nature and the natural world.
This does
not excuse myself and future teaching from practicing culturally relevant
pedagogy, but broadens the scope of what culturally relevant pedagogy should
include. I am and always have been on the mindset of ‘If its nice outside, why
not have class outside’ and time after time I have been told ‘No!’ by teachers
and instructors. The question that I am hoping to raise for culturally relevant
pedagogy now is, isn't a student’s desire to learn outside part of their
cultural identity as a human? Now clearly there is not always an appropriate
time to host a class outside but shouldn't there be time in all of our classes
to bring students outside to have that discussion, connect students with fresh
air, grass and get them outside of the “normal classroom”. I don’t expect my
project to be making ground breaking assertions towards this pedagogy but hope
that for those who read it will begin to question themselves for never allowing
for that student request to host class outside.