Reflect:

Which of these pitfalls or misconceptions about culturally responsive teaching have you seen in schools?

How might the practices described in the readings and the podcast affect children?

Many teachers committed to anti-oppressive teaching put systems in place to help them continue to learn and improve, like reading books about culturally responsive and sustaining teaching, following anti-oppressive educators on social media, or having a community of critical teacher friends who can process and help plan with them. Outside of classwork, what kinds of practices do you currently use to improve your teaching, and what one thing would you like to try going forward?