Developing Teacher Cultural Consciousness - by Maggie Norris (Hardcover)

About the Book

Developing Teacher Cultural Consciousness provides a framework and strategies for teachers and principals to enhance their understanding of cultural diversity and implementing culturally responsive teaching practices in the K-12 and Higher Education sectors.

Book Synopsis

Addressing key inequities in education, specifically the lack of inclusivity in instruction and pedagogy, Developing Teacher Cultural Consciousness outlines a framework and provides strategies for teachers and principals to enhance their understanding of cultural diversity and implementing culturally responsive teaching practices in the K-12 and Higher Education sectors, with a specific emphasis on addressing inequities faced by BIPOC and Latino/a/x students.

Teachers play a critical role in student academic success, and they must be equipped with the knowledge and ability to respond to and incorporate their students' varying cultural backgrounds into the curriculum. Revolving around the importance of cultural consciousness, Norris discusses the impact of teacher beliefs on student success, the role of student identity and culture in learning, addresses deficit ideologies, and challenges systemic inequities within the US educational system.

Highlighting the need for educators to develop cultural awareness and implement culturally responsive pedagogy, each chapter addresses the many challenges faced by marginalized students and offers practical solutions to enhance their learning experiences. Including practical examples, case studies, and real-life scenarios to illustrate the concepts discussed, Developing Teacher Cultural Consciousness will benefit the veteran teacher, the new teacher, and those looking to continue their education or move into different campus and district leadership positions. The reader will be able to utilize the framework provided to empower them to develop or deepen their cultural consciousness, and to become more culturally responsive, in terms of content, instruction, and pedagogy.

About the Author

Maggie Norris is a High School Associate Principal in the Northwest Independent School District, North Texas. Maggie is also an Adjunct Professor in Education at University of North Texas. She provides instruction and assessment to undergraduate students who major in education, and mentors and coaches pre-service teachers.