Instead of a general reading response, I ask my students in Culturally Responsive Teaching to complete CSQs–claim, support, question–on their reading. Because the work of culturally responsive teaching often means knowing yourself, your position on various topics/issues/challenges, and confidence in those positions, it isn’t enough to summarize a reading. I spend the first 3 or 4 responses getting most students to actually stake a claim. Then we build depth in their support and thoughtfulness into their questions.
But there are usually at least a few students who, though their own life experiences, already have a well-developed sense of cultural responsiveness. I’m gifted with a few this semester and one, in her second CSQ, coined a term I’m going to chew on for awhile: “rose-colored schema.”