TRANSCENDING CULTURALLY RESPONSIVE PRACTICES: Becoming Antiracist and Trauma-Informed
Document Type
Book Chapter
Publication Title
Preparing Antiracist Teachers Fostering Antiracism and Equity in Teacher Preparation
Abstract
To better meet the needs of students from culturally and linguistically diverse (CLD) backgrounds, school districts must provide educators with a roadmap toward professional learning that addresses the removal of inequities through personal bias reflection and preventative practices. Professional learning that focuses on cultural competency is critical for trauma-informed teaching and teaching that is responsive to the needs of CLD students, including economically deprived and ethnic minority populations. This chapter presents a framework for the integration of culturally proactive, relevant, and antiracist practice through operationalizing trauma-informed perspectives, restorative behavior management, and reflective practices in education.
First Page
103
Last Page
127
DOI
10.4324/9781032685090-10
Recommended Citation
Herbert, L., Pike, L., & Slanda, D. (2024). TRANSCENDING CULTURALLY RESPONSIVE PRACTICES: Becoming Antiracist and Trauma-Informed. Preparing Antiracist Teachers Fostering Antiracism and Equity in Teacher Preparation, 103-127. https://doi.org/10.4324/9781032685090-10
ISBN
[9781032680361, 9781040298169]
