The Culturally Responsive Education Model (CREM) is a framework by which educators can recognize, digest, and implement cultural responsiveness in their classrooms and school communities. Based on the research of James Banks, Gloria Ladson-Billings, Zaretta Hammond, Marva Collins, Bell Hooks, Geneva Gay, James Comer, and Paulo Freire, the CREM serves as a tool, a practitioner’s guide to culturally responsive teaching and learning, with specific focus on content integration (the curricular and programmatic expansion to celebrate and acknowledge the contributions of diverse groups); knowledge construction (helping students understand how people create beliefs based on their diverse biographies while validating students’ funds of knowledge); prejudice reduction (helping students develop more positive attitudes about people from diverse groups and empowering them to identify and address injustices); equity pedagogy (acknowledging diverse learning styles and intentionally identifying strategies that lead to higher achievement for students in diverse groups); and, empowering school culture (making choices that curate a culture of belonging within the school community). The CREM centers around the continual practice of self-reflection in the promotion of a culture of belonging. The author documents her journey to the development of the CREM framework and provides a transparent, enveloping synopsis of her reading, research, and practice as an educator in an effort to transform and support the pedagogical approach of current and future educators for the well-being of students.
Manns, Monica R.
"An Introduction to the Culturally Responsive Education Model (CREM): A Personal and Professional Journey to Reflective and Transformative Pedagogy,"
Virginia English Journal: Vol. 71
, Article 2.
Available at: https://digitalcommons.bridgewater.edu/vej/vol71/iss1/2
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