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| Overview: | |||||||||
| How do we leverage culturally responsive teaching to increase a sense of belonging in the academic community of learners for all students? To ensure all students, especially those historically marginalized, are ready to learn deeply, we have to help students not only feel a sense of belonging on a social level but also have a sense they belong to the academic community. As educators we have to help students evolve from just being a community that gets along to a community of learners that use their collective wisdom to do deep learning. Culturally responsive teaching offers a powerful set of practices that help bridge the social and intellectual dimension of the classroom. In this interactive series, educator and best-selling author, Zaretta Hammond, will address these important questions and explore ideas and practices from her book, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students Teaching (Corwin, 2015). |
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| Zaretta Hammond | |||||||||
| It’s funny. These days a lot of folks are calling me “Dr. Hammond” since the book has become required reading in many teacher education programs and school districts. Well, to set the record straight, I am not a PhD. I do have a Master’s degree, but I consider myself a “boots on the ground” teacher. I call myself a former writing teacher turned equity freedom fighter. My heart is forever with children and teachers in the classroom, not in an ivory tower, even if these days most of my “students” are new leaders and pre-service teachers. [A quick note: Not throwing any shade at all the PhDs out there doing the work.] When I was in the classroom back in the day, I taught composition (expository writing). It was where I started to understand how important literacy was to equity, and how neuroscience and culture should inform our instructional practice. Since leaving the classroom, I have done work as a curriculum designer and professional developer at organizations such as the National Equity Project and the Annenberg-funded Bay Area School Reform Collaborative (BASRC) in the San Francisco-Bay Area. I am a trained facilitator in anti-bias processes and have facilitated groups focused on learning to talk about issues of racial politics and privilege. My primary work has been linking instruction, equity, and literacy. I have spent time as an adjunct instructor at Saint Mary’s College in Norther California where I taught Adolescent Literacy and trained tutors and parents in reading support strategies for struggling students of color. As an undergraduate, I attended University of California, Berkley before finishing up my degree at New York University where I majored in English Literature with a minor in Writing. I completed my Masters in Secondary English Education, with a Concentration in Writing Instruction at University of Colorado, Boulder where I simultaneously did my teacher certification program (starting three months after the birth of my son. I do not recommend this). For the past 25 years, I’ve maintained a small, independent education consulting practice from which I do my research and writing as well as support schools doing deep instructionally-focused equity work. |
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| Venue: Bangkok Patana School Address: 643 ซอยลาซาล Bang Na Tai, Bang Na, Bangkok 10260, Thailand Phone: +66 2 785 2200 8:30 am to 3:30 pm Registration at 8:00 am on the 8th March 2025 |
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| Upcoming Workshops | |||||||||
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