So I am sitting here drinking my morning coffee and re-watching, “Crazy Rich Asians (2018)”. This is a great movie. Because I do not want to give out too much information, let us use IMDb‘s storyline:
Rachel Chu, an American-born Chinese NYU professor travels with her boyfriend, Nick to his hometown of Singapore for his best friend’s wedding. Before long, his secret is out: Nick’s family is wealthy, and he’s considered the most eligible bachelor in Asia. Every single woman is incredibly jealous of Rachel and wants to bring her down.
Now, besides the fact that this movie is based on a best selling novel, a major majority of the cast members are of Asian descent. Furthermore, the majority of this film takes place in Southeast Asia. For those of you that are unfamiliar with this movie, here is one of the trailers.
The only other movie that comes to mind that had the same affect on audiences of colour was “Black Panther (2018)”. Again, I go to IMDb so that I do not give too much away if you have not seen it, yet. According to the editor:
After the events of Captain America: Civil War, Prince T’Challa returns home to the reclusive, technologically advanced African nation of Wakanda to serve as his country’s new king. However, T’Challa soon finds that he is challenged for the throne from factions within his own country. When two foes conspire to destroy Wakanda, the hero known as Black Panther must team up with C.I.A. agent Everett K. Ross and members of the Dora Milaje, Wakandan special forces, to prevent Wakanda from being dragged into a world war.
Now all of a sudden you have two films where people of colour can see themselves as well as their heritage. For those of you who have not seen “Black Panther” here is one of it’s teaser trailers.
So how can I take these two blockbuster films and translate it to the present and future needs of education?
Culturally Relevant Leadership and Culturally Relevant and Responsive Pedagogy
Using the phrases “I see”, “I think”, and “I wonder”, I will describe the relationship between Culturally Relevant and Responsive Pedagogy and Leadership as these practices relate to the Standards of Practice, Ethical Standards, and the Ontario Leadership Framework.
I SEE the need to have authentic relationships with all learners. They must be able to see themselves in the curriculum. Because of our unconscious biases, it is evermore important that we recognize our shortcomings, become vulnerable and ask questions for clarity and understanding. Just like these two movies, as we begin to see ourselves in mainstream curriculum, not as an elective course, our engagement increases.
Fostering culturally relevant and responsive pedagogy requires us to dive deeper in our assessment and evaluation of students’ learning. When having a greater focus on observations and conversations, teachers and students have multiple opportunities to learn from each other. Without having conversations around the curricular expectations and co-creating success criteria, students do not have an opportunity to express their learning in means that make sense to them AND teachers do not have an opportunity to learn more about their students’ experiences in a culturally relevant world. (Lynch, Matthew, “What is Culturally Responsive Pedagogy?, 2011)
I THINK we struggle with this notion because, as educators, we are supposed to be “all knowing”. Having to admit that you do not know everything stresses some educators to the nth degree.
With the potential of rural schools closing and classroom sizes increasing, I WONDER if will we have the courage to provide culturally relevant and responsive leadership and pedagogy?
Hollywood is beginning to figure out this notion as they battle for our limited dollars. Have they perfected it? No. Are they aware of the need for continual improvement? Yes.
I am going to leave you with an interesting Twitter posting from Trevor Noah concerning the inclusivity of Hollywood. Can you see the parallels of what we are asking our teachers and administrators to do when it comes to our practices? Since we know that an engaged student is a learning student, what stops us from having these type of conversations to ensure that students know where they belong?
“Let China sleep, for when she wakes, she will shake the world”
Imagine the impact of culturally relevant leadership and culturally relevant and responsive pedagogy if we truly listened to all students (both the enfranchised and the disenfranchised) while making at a point to ensure that they ALL can see themselves in the curriculum and day-to-day educational experiences.
– Napoleon Bonaparte
The Thoughts of Burt 
Thanks Burt. I especially like the line “as we begin to see ourselves in mainstream curriculum, not as an elective course, our engagement increases.” So often we think add something on will promote inclusivity and engagement rather than looking for opportunities to build them into curriculum.
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Absolutely! As leaders, we have to show teachers that it is not an “Add-on’! Tapping into the resources in your classrooms will not only engage learners but also provide an authentic learning environment.
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