C129 (Book Club): From Pedagogy of Poverty to Ready for Rigor (pgs 14- 20)

Confessions of a PYP Teacher

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Welcome back to our book study of Culturally Responsive Teaching and the Brain (CRT) by Zaretta Hammond. As I reviewed my notes for the last episode, I discovered that I missed two key significant ideas that I want to explore before moving forward.
Hammond refers to the school-to-prison pipeline, which is something that is quite prevalent within the United States. This pipeline consists of learning systems that withhold rigorous instruction to children of color, particularly black and latino boys. The repetitive instruction sparks behavior issues, which increases learners from being removed from the learning setting. The decrease in instruction widens the gap for developing young people who can critically and creatively think.
The pipeline can largely be attributed to the pedagogy of poverty. Hammond describes this as, “setting up students up to leave high school with outdated skills and shallow knowledge. They are able to regurgitate facts and concepts but have difficulty applying this knowledge to new and practical ways.” Unfortunately, you often see this at the elementary/primary level in poorer schools. Having worked in these conditions, I’ve seen the pedagogy of poverty used repeatedly by teachers who came from a similar background. They are often perpetuating the same low-level instruction to the next generation without knowing it.
Listen to this episode to find out how we can address the school-to-prison pipeline and the pedagogy of poverty through Hammond's Ready for Rigor framework.
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