A Path to Creating Culturally Relevant Curriculum- An Autoethnography

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December 9th, 2024

Jennifer Weed

Exploring the Intersection of Education, Culture, and Equity: An Autoethnography

As an educator, I have always been drawn to the transformative power of storytelling. Stories connect us, inspire us, and help us understand one another. They are the bridge to empathy and the key to embracing the diversity that defines our world. This autoethnography chronicles my journey as I grappled with incorporating cultural curriculum into my classrooms—an endeavor shaped by challenges, triumphs, and profound moments of self-discovery.

In this reflection, I delve into pivotal experiences that influenced my teaching philosophy. From the rural classrooms of Kansas to the predominantly African American community colleges of South Carolina, I examine how cultural curriculum has been a tool for fostering empathy, critical thinking, and a deeper understanding of oneself and others. By sharing these experiences, I hope to inspire other educators to embrace cultural curriculum as a pathway to creating inclusive and empowering learning environments.

2020: A Baptism by Fire

The fall of 2020 marked my entry into higher education as an adjunct faculty member in rural Kansas. Securing the position was an unexpected turn of events—a result of the pandemic’s disruption, which had prompted many senior faculty members to retire. I was offered the job just seven days before the semester began. Excitement soon gave way to the reality of the workload: condensed three-hour weekly lectures and unfamiliar material left me struggling to stay afloat. Those Thursdays were nothing short of trial by fire, but they taught me resilience and adaptability.

Teaching in a predominantly white rural community college was a stark contrast to my upbringing in the South, where I was immersed in a community that was 50% African American. Standing in front of an all-white classroom felt unsettling, though I couldn’t yet articulate why. At the time, I pushed past the discomfort without much reflection.

Reflecting on this period, I am reminded of Gloria Ladson-Billings’s assertion that “culture plays a critical role in how students learn.” She emphasizes that culturally relevant pedagogy must not only acknowledge cultural differences but also use them as a resource to deepen learning. Yet, in 2020, I lacked the knowledge and tools to integrate students’ cultural contexts effectively into my teaching.

Shifting Geographies and Perspectives

By January 2022, my path led me to South Carolina, teaching between a large university and a predominantly African American community college. The shift was electrifying, presenting an opportunity to engage with students whose cultural experiences were vastly different from my previous cohort. However, this new setting revealed stark disparities in educational resources and systemic inequities.

The students’ apprehension was palpable—they often vocalized feelings of inadequacy and fear about their ability to succeed in college. Their attendance fluctuated as personal uncertainties and systemic barriers weighed on them. I, too, felt unequipped to bridge the gaps left by an education system that had failed them for so long. Yet, their resilience and openness to share their stories profoundly impacted me, forcing me to confront my own privilege and the systemic forces perpetuating these inequities.

Richard Milner’s insights on opportunity gaps helped me frame this experience. He argues, “We cannot talk about students’ academic performance without addressing the broader contexts of their lives.” Milner’s words pushed me to consider how factors outside the classroom—poverty, systemic racism, and access to resources—shaped my students’ academic journeys.

The Evolution of a Curriculum

In the summer of 2023, I began to reflect deeply on the cultural gaps in my classroom and how they mirrored broader societal issues. These reflections solidified my commitment to integrating culturally relevant curriculum into my courses. I realized that while I couldn’t solve systemic disparities single-handedly, I could create a space for cultural awareness and representation in my classroom.

This led to the development of a curriculum centered on “Cultures as a Genre,” a concept that sought to organize the course into units exploring diverse cultural perspectives through authentic literature, history, and storytelling. Beginning with an exploration of the human evolution of writing—from cave paintings to hieroglyphics and cuneiform—the course traced the global roots of written communication. Subsequent units delved into African diaspora literature, Native American and Indigenous narratives, women’s contributions to literature, and marginalized voices.

To ensure authenticity, I prioritized first-person narratives, oral histories, and culturally relevant media. For instance, students examined African American literature alongside discussions of historical migration patterns and systemic oppression. They also explored Native American storytelling traditions and the socio-political challenges faced by Indigenous peoples.

Gloria Ladson-Billings highlights the importance of connecting students’ cultural experiences to the curriculum. She writes, “Culturally relevant teaching uses students’ culture as a vehicle for learning.” This principle guided my curriculum design, ensuring that my students saw their identities reflected and valued in the materials we studied.

Institutional Pushback

In the fall of 2024, I launched the full curriculum. The student feedback was overwhelmingly positive, with many expressing newfound perspectives and appreciation for diverse voices. However, not everyone was supportive. One student expressed discomfort engaging with cultural content, citing her white privilege as a barrier to understanding other cultures. Despite my efforts to guide her through this discomfort as a learning opportunity, she refused to complete the assignment and demanded an alternative.

Seeking guidance, I approached my department chair, who responded with unexpected resistance. I was advised to pull myself from an upcoming conference where I had planned to present the curriculum and was instructed to remove the cultural components from my course. The justification was that faculty would not support the inclusion of such content, and the course needed to remain within the bounds of traditional literary analysis.

This experience was both disheartening and illuminating. It underscored the systemic forces working against the inclusion of culturally relevant content in education. The resistance I faced wasn’t merely about curriculum design—it was a reflection of a larger hierarchical and patriarchal structure that perpetuates white supremacy in education.

Richard Milner’s concept of “cultural blindness” resonates deeply here. He states, “Ignoring culture in the classroom perpetuates inequities and sends the message that certain students’ identities do not matter.” The institutional pushback I experienced felt like a form of cultural erasure—a refusal to acknowledge the richness and complexity of the students I served.

Reflections and Resilience

While the institutional pushback was a significant setback, it has only strengthened my resolve. I am more committed than ever to the belief that culturally relevant pedagogy is essential for creating equitable and inclusive learning environments. The challenges have reaffirmed my purpose: to advocate for authentic representation in the classroom and to dismantle the barriers that prevent its implementation.

Ladson-Billings reminds us that “teaching is a political act.” This notion fuels my determination to persist despite resistance. By centering my curriculum on marginalized voices, I am making a statement about whose stories are valued and whose histories deserve recognition.

Looking forward, I recognize the importance of collaboration in this work. Authentic cultural curriculum cannot be created in isolation. It requires input from individuals who embody and understand the cultures being represented. Building such a curriculum demands a collective effort from educators across disciplines, united by a shared vision for equity and representation.

Milner’s advocacy for culturally responsive teaching aligns with this perspective. He writes, “To be effective, educators must become learners of their students’ lives and communities.” This is a call to action for educators to move beyond textbooks and engage with the lived experiences of their students, fostering trust and mutual understanding.

This journey has been transformative—not only as an educator but as a human being. The stories of my students have forever shaped my teaching philosophy and reinforced the urgency of this work. In the face of systemic resistance, I remain committed to building classrooms that honor the richness of human diversity and the power of storytelling to connect, inspire, and transform.

As I continue this work, I hold onto Milner’s words: “Equity does not happen by chance; it happens by choice.” This journey is one of intentionality, perseverance, and a relentless commitment to justice.

Works Cited

Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. 2nd ed., Jossey-Bass, 2009.

Milner, H. Richard. Start Where You Are, but Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms. Harvard Education Press, 2010.

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