Abstract
Breaking the visible and invisible barriers that impede the success of school-age children of racially and linguistically diverse communities requires that we have a clear framework that allows for their academic and holistic success. The C.L.E.A.R. approach is a culturally responsive framework designed by this author, based upon a yearlong qualitative research study of urban youth of color. This model was designed from teachers’ best practices of student learning, engagement and overall success. C.L.E.A.R. represents (C) culturally relevant pedagogy (Gay, 2010;Ladson-Billings, 2009); (L) listening to students’ voices and needs deeply and meaningfully; (E) empowering excellence continuously and consistently, (Hilliard, 2006;Ladson-Billings, 2009); (A) assessing students’ thinking, knowledge, and understanding, (Darling-Hammond, 2010) and; (R) implementing routines and structures to create a learning environment conducive to academic, social, and emotional success (Noddings, 2005). The C.L.E.A.R. model asserts that these are critical components for developing instructional materials and sustaining successful learning communities. The framework provides educators, and practitioners who seek assistance in affectively educating all children, a practical conceptual frame to support and develop academic success and overall wellbeing. Research findings demonstrated that when employed the framework created a safe and equitable learning space that, allowed for self-expression, self-efficacy, engendered hope and optimism and provided transformative healing to children of color (Johnson, 2011). Educators can employ the C.L.E.A.R. approach to increase instructional effectiveness and enhance their daily and general pedagogical practices. Students can greatly benefit from this approach and receive an education that empowers them to see themselves as relevant and
Author Information
Tabora Johnson, Medgar Evars College - CUNY, USA
Paper Information
Conference: IICE2015
Stream: Primary and secondary education
This paper is part of the IICE2015 Conference Proceedings (View)
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