Isn't Culturally Responsive Instruction Just Good Teaching?

Abstract

I'm standing just inside the door of the third-grade classroom where I'm scheduled to conduct observations. In this elementary school on the Wai‘anae Coast of the island of O‘ahu, about 60% of the students are of Native Hawaiian ancestry, about 20% are Filipino, about 5% White, and another 5% Samoan. Almost all speak Hawai‘i Creole English (a nonmainstream variety of English) as their home language. About two-thirds come from families living in poverty, including homeless families camping on the nearby beaches. The school day hasn't officially begun, but students are entering the room, signing in by flipping their name cards, and going quickly to their seats. They look at the whiteboard to read the teacher's message, make sure their homework is ready to be checked, and get out a book to read. By the time the bell rings, the students are settled at their desks, ready to begin.

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