Believing in Your “Other” You

Abstract

In this chapter, the author presents critical examination of teacher belief systems as a promising culturally responsive approach to support the success of all children. Culturally responsive educators wholeheartedly believe in the positive possibilities of all children. Conversely, literature has demonstrated unfavorable outcomes of children of color when teachers held deficient beliefs about children of color and their families. The author demonstrates ways in which implicit biases become problematic as they inform curriculum decisions, which have not historically produced favorable outcomes for children of color. The author makes the case that teachers must have the “will” to teach children in ways that support them in excelling and engage in an emancipatory pedagogical African concept known as eldering. The author demonstrates how culturally responsive educators have demonstrated this belief through the literature.