Module 7
Module 7 Summary, Synthesis, & Inquiry
Using Technology to Expand Communities of Practice and Support Culturally Sustaining Pedagogy in Music Education
Summary
In Rachel Jung-Hoo Kim’s article, Using Technology to Expand Communities of Practice and Support Culturally Sustaining Pedagogy in Music Education, the author discusses the integral role that technology can play in making classrooms more impactful, relevant, and engaging for students “who have not been well served by the nation’s public schools” (Ladson-Billings) from non-dominant narratives, marginalized communities, and isolated individuals. Kim begins by introducing the concept of Culturally Sustaining Pedagogy (CSP), a phrase coined by University of Washington Professor of Multicultural Education Django Paris, and how it builds uponGloria Ladson-Billings’ three tenets of culturally relevant pedagogy (academic success, cultural competence, and critical consciousness) by using students “languages, cultural practices, and literacies” (2) as bridges to learning in schools that follow primarily Western European curricula. Kim then highlights how music technology can support Etienne Wenger’s concept of Community of Practice (CoP), which Kim summarizes as “groups of people sharing a passion and working together to improve their practices” (2). These virtual CoPs are prime environments for constructivist and open classrooms where “learning is a social phenomenon, reflecting our own deeply social nature as human beings capable of knowing” (Wenger) where students can be learners and mentors (2). Kim outlines several challenges to consider when combining students and technology, including the importance of defining behavioral expectations, boundaries, and the proclivity of online platforms for “hyperreality” and “post-truth” (3). Technology can also connect teachers with students’ home-communities with much more depth and frequency, with Kim mentioning “Talking Points” as a particularly effective tool for translating, sending photos/video progress, taking polls to incorporate cultural feedback, and keeping parents informed of upcoming dates. Technology can also limit the barriers for guest artists to visit, almost eliminating access/budget/travel restrictions, and creating greater opportunities to introduce students to musicians who are representative of their cultures/homelives. Finally, Kim introduces options for technology to engage students in activism, sociopolitical topics, and collaboration with members outside of their classroom communities.
WC: 324
Synthesis
As a white teacher with a music education primarily rooted in Western European styles who teaches“who have not been well served by the nation’s public schools” (Ladson-Billings) and facilitates instruction for students around the globe, I found the content in this article impactful and immediately implementable as a tool to create open and engaging classrooms that more deeply value the inherent knowledge and skills of my students from non-dominant narratives. As an administrator and facilitator in a very open school system, I see Django Paris’ concept of culturally sustaining pedagogy in the context of technology giving teachers more agency in school districts that may be more resistant to culturally responsive practices. Technology in Facebook groups can help sustain teachers who care about reaching students “who have not been well served” but may be restricted by less open school/district environments. My context for culturally sustaining pedagogy is usually New York City, which is incredibly diverse and liberal. Reading this article made me more aware of how important this tool can be for teachers with similar philosophies towards cultural responsiveness but who may not have as much freedom/support to implement. The timeline of research (Ladson-Billings’ 1995 article on Cultural Responsiveness, Paris’ 2012 article on CSP, and Ladson-Billings’ revisit in 2021 Culturally Relevant Pedagogy: Asking a Different Question”) combined with the volatile sociopolitical pendulum swing of the last decade in this country and the forced adoption of technology brought on by the COVID-19 shutdown shows that there is considerable more conversation, exploration, and research to be done on how to effectively use technology to effectively serve all students, regardless of their various intersecting identities. I feel very lucky to be taking this course and reading these articles as an in-service teacher who can immediately introduce these concepts into the classroom, and compare/contrast my own findings in real time with those of the various scholars referenced in this article.
WC: 319
Inquiry
What pros and cons exist when connecting students with communities beyond their classrooms, schools, cities, states, and countries?
How does culturally sustaining pedagogy advance the concepts of culturally relevant pedagogy?
Name a few ways to communicate with families to get meaningful and significant data upon which to build curricula that are sustainably culturally responsive.
Reference Page
Ladson-Billings, Gloria (1995) Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal vol 32, no. 3
Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press
Paris, Django (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice” Educational Researcher vol. 41, no.3
Ladson-Billings, Gloria (2021). Culturally Relevant Pedagogy: Asking a Different Question. Teachers College Press
Kim, Rachel Jung-Hoo (2023). Using Technology to Expand Communities of Practice and Support Culturally Sustaining Pedagogy in Music Education. National Association for Music Education.
