Culturally responsive caring: Stop saviorism and put care in action!

Caring for students is a critical element of a culturally responsive and sustaining teacher’s practice in every learning context. Feeling cared for, and caring deeply for others, has a large impact on the ways that students and teachers experience a learning environment. During remote learning, it is especially important for educators to reflect on the ways that we are caring for students, how students experience care, and how enacting culturally responsive caring can lead to a more welcoming and affirming remote learning environment. The ideas, practices, and actions outlined in this resource are designed to be relevant to both remote and in-person instructional contexts.

This three-part professional learning resource is designed to support educators in exploring:

  • What does it mean to care FOR students, in both in-person and remote learning contexts?
  • How can we move towards culturally responsive caring in our teaching practice?
  • What actions will we take to better enact culturally responsive caring for our students, in both in-person and remote learning environments? 

Each part of this resource contains activities that teachers can engage in individually or with colleagues, in either virtual or in-person settings.

Included Resources

In Part 1: Caring For Students, drawing from the scholarship of Geneva Gay, educators will reflect on the ways they currently experience and enact care, and will begin to explore: What does it mean to care FOR students in culturally responsive ways, in both in-person and remote learning contexts?

Ways use this resource: 

  • Groups of teachers can do the activities in this resource together, virtually. They can complete the activities simultaneously, for example on a Microsoft Teams meeting. Or, they might engage in the activities individually, and come together virtually to discuss their learning. 

  • Individual teachers can use the activities for self-reflection. 

Note: This professional learning resource is part of a three-part series. After engaging in the activities in Part 1, please access Part 2 and Part 3.  

In Part 2: Moving Towards Culturally Responsive Caring, educators explore characteristics of culturally responsive caring, drawing on examples from Dr. Geneva Gay, Dr. Gloria Ladson-Billings, Zaretta Hammond, and the NYSED Culturally Responsive and Sustaining Education Framework. Educators then explore actions they can take towards culturally responsive caring, in both remote and in-person learning environments.

Ways use this resource: 

  • Groups of teachers can do the activities in this resource together, virtually. They can choose to complete the activities simultaneously, for example on a Microsoft Teams meeting. Or, they might engage in the activities individually, and come together virtually to discuss their learning. 

  • Individual teachers can use the activities for individual reflection. 

Note: This professional learning resource is part of a three-part series. Be sure to engage in the activities in Part 1 before using this resource.

In Part 3: Planning for Culturally Responsive Caring, educators identify, plan for, and reflect on spedific action they will take to better enact culturally responsive caring for students, in both in-person and remote learning environments. This resource has options for completing activities with a learning partner or individually.

Note: This professional learning resource is part of a three-part series. Be sure to engage in the activities in Part 1 and Part 2 before using this resource.