Once educators have understood the effects of these phenomena, they have gained the theoretical knowledge by which they can become practitioners of culturally responsive teaching. Along with identifying the archetype, educators must understand the nature of two powerful forces: implicit bias and structural racialization, both of which contribute to misconceptions about educating within the framework of urban poverty. Even in classrooms where multiculturalism shapes the learning environment, Hammond argues that educators must identify the predominant cultural archetype-individualism or collectivism. Without understanding the cultural contexts of students, educators deprive themselves of the opportunity to maximize their own effectiveness while depriving students of the chance to learn in an environment contextualized by cultural awareness. ![]() ![]() In Part 1-“Building Awareness and Understanding”-Hammond contextualizes the systemic achievement gaps within American education and their fundamental connections to culture. Culturally Responsive Teaching and the Brain is divided into three parts and bookended by an Introduction and an Epilogue.
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