Believing in Your “Other” You: Believing in the Possibilities of All Children

Believing in Your “Other” You: Believing in the Possibilities of All Children

DOI: 10.4018/978-1-5225-8867-2.ch002
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In this chapter, the author presents critical examination of teacher belief systems as a promising culturally responsive approach to support the success of all children. Culturally responsive educators wholeheartedly believe in the positive possibilities of all children. Conversely, literature has demonstrated unfavorable outcomes of children of color when teachers held deficient beliefs about children of color and their families. The author demonstrates ways in which implicit biases become problematic as they inform curriculum decisions, which have not historically produced favorable outcomes for children of color. The author makes the case that teachers must have the “will” to teach children in ways that support them in excelling and engage in an emancipatory pedagogical African concept known as eldering. The author demonstrates how culturally responsive educators have demonstrated this belief through the literature.
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Hey black child

Do you know who you are

Who you really are

Do you know you can be

What you want to be

If you try to be

What you can be

Hey black child

Do you know where you are going

Where you’re really going

Do you know you can learn

What you want to learn

If you try to learn

What you can learn

Hey black child

Do you know you are strong

I mean really strong

Do you know you can do

What you want to do

If you try to do

What you can do

Hey Black Child

Be what you can be

Learn what you must learn

Do what you can do

And tomorrow your nation

Will be what you want it to be

Countee Cullen, 2017

  • Approach 2: Believe in the possibilities of all children.

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