Click the image above to access an overview of the CRSP Framework
The Culturally Responsive & Sustaining Pedagogy (CRSP) Framework provides the foundation for all work at Highlander Institute.
The framework is grounded in research, neuroscience, and the rationale of Geneva Gay, Zaretta Hammond, Gloria Ladson-Billings, Sami Alim, and Django Paris. The four domains build the capacity of teachers and students to disrupt inequitable systems and create more relevant and self-directed learning environments.
For a summary of the research base connected to the CRSP Framework, click here.
Culturally Responsive & Sustaining Pedagogy Framework
The Problem
Our current education system breeds compliance which results in dependent thinking and an atmosphere of low expectations — particularly for marginalized students. Without an awareness of how systems of inequity and learner identity connect to teacher expectations, implementing innovative practices will not sufficiently empower all students.
The Solution
The CRSP Framework brings powerful teaching to students who have been marginalized by systemic inequity, restoring and elevating their natural confidence and competence.
Our Theory of Change
If we:
- Build awareness of how systemic inequity translates into our schools;
- Learn about our students' cultures, identities, and interests as we develop a sense of trust and belonging; and
- Nurture cultures of thinking by developing academic mindsets"Academic Mindsets are four key beliefs which deeply influence our behaviors as learners, and which enable learning success. These mindsets affect our motivation, strategies, and perseverance. They are:
• I belong in this learning community.
• I can change my abilities through effort (a growth mindset).
• I can succeed.
• This work has value and purpose for me."
- Mindset Works More
Then:
- Students' cognitive skills, mastery, competence, and engagement will improve;
- Students' self-efficacy and confidence will increase; and
- Students will feel empowered to use their skills in meaningful ways.
Our Why
We work to ensure students become self-directed learners and empowered leaders who will transform their lives, their communities, and society.
AWARENESS
COMMUNITY BUILDING
COGNITIVE DEVELOPMENT
CRITICAL CONSCIOUSNESS
AWARENESS
The Awareness domainIncreasing our understanding of historic and current inequities in education empowers us to 1) intentionally disrupt biased systems and 2) develop deep knowledge of the assets and rich cultural traditions of our students. More recognizes that we must start with ourselves as actors within a racist, inequitable system. We must be conscious of the ways we perpetuate dominant norms and narratives and we must be aware of how systemic racism results in compliance-oriented teaching that produces dependent learners. The awareness that our worldview is not generalized — but profoundly influenced by life experiences and that we all bring a significant amount of personal bias into our interpersonal classroom relationships — opens the door to new levels of empathy and higher expectations for student success.
COMMUNITY BUILDING
Rooted in a stronger sociocultural awareness, we build a strong classroom community and nurture academic mindsets"Academic Mindsets are four key beliefs which deeply influence our behaviors as learners, and which enable learning success. These mindsets affect our motivation, strategies, and perseverance. They are:
• I belong in this learning community.
• I can change my abilities through effort (a growth mindset).
• I can succeed.
• This work has value and purpose for me."
- Mindset Works More. A trusting, affirming, nurturing classroom culture lays the foundation for interpersonal and academic success through the school year. Together, the classroom community offers support when a learner is under the load of a cognitive task.
Teacher Practices
T2.1 Cultivate individual relationships
T2.2 Develop positive academic mindsets"Academic Mindsets are four key beliefs which deeply influence our behaviors as learners, and which enable learning success. These mindsets affect our motivation, strategies, and perseverance. They are:
• I belong in this learning community.
• I can change my abilities through effort (a growth mindset).
• I can succeed.
• This work has value and purpose for me."
- Mindset Works More
T2.3 Nurture a culture of trust and belonging
T2.4 Promote a culture of thinking
T2.5 Elevate voices and honor agency
T2.6 Foster and sustain students’ cultural and linguistic expressions
COGNITIVE DEVELOPMENT
By leveraging relationships, a mindset around equity, and learning science, we disrupt a culture of low expectations and shift the cognitive load to students by developing their information processing skills. A constructivist approach to knowledge makes students’ thinking visible, builds on their personal and cultural strengths, and empowers them to examine the curriculum from multiple perspectives.
TEACHER PRACTICES
T3.1 Leverage students’ cultures and funds of knowledge to make learning meaningful
T3.2 Scaffold and develop students’ thinking skills and dispositions
T3.3 Facilitate feedback and reflection processes
T3.4 Effectively use data-driven differentiation
T3.5 Establish formative assessment structures that support student ownership of learning journeys
CRITICAL CONSCIOUSNESS
An important component of academic mindset"Academic Mindsets are four key beliefs which deeply influence our behaviors as learners, and which enable learning success. These mindsets affect our motivation, strategies, and perseverance. They are:
• I belong in this learning community.
• I can change my abilities through effort (a growth mindset).
• I can succeed.
• This work has value and purpose for me."
- Mindset Works More is that school work “has value” for students. Students are more willing to engage in rigorous work when learning is relevant, interesting, and affirming of their identities and perspectives. Empowering students to leverage their growing cognitive skills to recognize and analyze systems of injustice — and take action against these systems — prepares students to use their education to improve their lives, their schools, and their communities.
TEACHER PRATICES
T4.1 Develop essential questions and supporting activities and resources that elevate non-dominant perspectives
T4.2 Invite students’ questioning of status quo
T4.3 Nurture students’ motivation to address issues of injustice
T4.4 Support students to act in ways that promote justice