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It describes the CRE by Design Online Professional Learning Community (PLC) reaching hundreds of educators and explains how combining cultural responsiveness with cognitive engagement can help historically marginalized students become independent learners. Drawing on classroom experience, teacher inquiry, and equity-centered writing practices, it addresses concerns about remote learning compliance and “learning loss,” including camera-on expectations, and frames curiosity as a driver of sustained academic growth.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/liberatory-education-integrating-the-science-of-learning-and-culturally-responsive-practice/591045/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/liberatory-education-integrating-the-science-of-learning-and-culturally-responsive-practice/591045.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is “liberatory education” in this text?","Question",{"text":111,"@type":112},"Liberatory education positions students as leaders of their own learning by increasing their ability to actively improve their cognition.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did Zaretta Hammond change her approach to helping struggling students?",{"text":116,"@type":112},"She stopped using red pen corrections and instead pursued inquiry as a teacher-researcher, using equity-focused literacy ideas and the funds of knowledge students bring with them.",{"name":118,"@type":109,"acceptedAnswer":119},"Why did educators debate turning cameras on during remote learning?",{"text":120,"@type":112},"The recurring concern was that students would fall behind without visible compliance, which the text challenges by redirecting toward sparking intellectual curiosity.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},591045,1792076906,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Liberatory Education  \nIntegrating the Science of Learning and Culturally Responsive Practice  \nILLUSTRAT IONS BY GABY D’ALESSANDRO  \nBy Zaretta Hammond  \nn August 2020, I welcomed 400 educators into my Culturally Responsive Education (CRE) by Design Online Professional Learning Community (PLC). This ninemonth deep dive into redesigning instruction through a culturally responsive lens went beyond gimmicksandone-off activities. Then, in January 2021, we welcomed  \nanother 600 teachers, instructional coaches, and site leaders who wanted to participate. The CRE by Design virtual platform was a few years in the making, long before the pandemic.  \nI started playing with the idea in 2017, two years after I published Culturally Responsive Teaching and the Brain.1 I wanted to share how the principles of cultural responsiveness, when coupled with the science of learning, can be leveraged for liberatory education—which means positioning students to be the leaders of their own learning by helping them increase their ability to actively improve their cognition.  \nZaretta Hammond, a former writing teacher, has been a national education consultantfor more than two decades. She is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students and a member of the Centerfor the Collaborative Classroom’s Board of Trustees. Previously, she worked with the National Equity Project.  \nThis is something I learned firsthand when teaching writing to high school students and college freshmen. All of my classroom teaching career was devoted to expository writing. In my credential program, I focused only on writing instruction and reading development. Literacy was (and still is) personal to me. Why? My maternal grandparents who fled the Deep South in 1940 to California were illiterate. Because of Jim Crow segregation, they never got the opportunity to learn to read.  \nIn my early days as an educator, as passionate as I was about helping students become powerful writers, I struggled to help my lowest-performing students of color improve their writing. Many came into my class with skill and knowledge gaps that made critical reading and effective academic writing hard. There was no amount of red ink on their papers that easily changed that reality.  \nSo, I did two things. I stopped using my red pen to correct papers, and I began my own inquiry as teacher-researcher. I leaned into Lisa Delpit’s seminal essay,“The Silenced Dialogue,”which addressed equity and literacy issues for historically marginalized students.2 I wanted to understand how to use the funds of knowledge3 my underprepared students brought with them asan asset to accelerate their growth as writers. I read Linda Christensen, a teacher-scholar with the Oregon Writing Project who went on to author Reading, Writing, and Rising Up, to help mereimagine what a writing class could look like for students of color that centered their language experiences and ways of learning  \n4 AMERICAN EDUCATOR | SUMMER 2021  \nrooted in collectivist cultural principles.4 Over time, with more responsive structures, processes, and routines in place, my writing students slowly became the leaders of their own learning. It was an outcome I went on to replicate over and over again as a writing teacher. When I left the classroom to support equity efforts, I shared this knowledge as a coach and curriculum designer.  \nNow, this body of knowledge is atthe core of the CRE by Design Online PLC. Our primary goal has been to use collaborative inquiry to deepen the effective implementation and impact of culturally responsive practice directly on student learning. We asked the bold question: How do we support historically marginalized students—particularly Black, Latinx, Pacific Islander, and Indigenous students—to be truly independent learners, not just compliant ones? Yet, try as we might, our conversations kept going back to remote learning ","cbCaihWw4D28oD0y","https://ap.wps.com/l/cbCaihWw4D28oD0y","pdf",1311320,"English","# Liberatory Education\n## Integrating culturally responsive practice with the science of learning\n## Teacher inquiry and equity-centered writing instruction\n## Remote learning, compliance, and the “learning loss” conversation\n## The racialized nature of learning loss","[{\"question\":\"What is “liberatory education” in this text?\",\"answer\":\"Liberatory education positions students as leaders of their own learning by increasing their ability to actively improve their cognition.\"},{\"question\":\"How did Zaretta Hammond change her approach to helping struggling students?\",\"answer\":\"She stopped using red pen corrections and instead pursued inquiry as a teacher-researcher, using equity-focused literacy ideas and the funds of knowledge students bring with them.\"},{\"question\":\"Why did educators debate turning cameras on during remote learning?\",\"answer\":\"The recurring concern was that students would fall behind without visible compliance, which the text challenges by redirecting toward sparking intellectual curiosity.\"}]","Liberatory Education - Integrating the Science of Learning and Culturally Responsive Practice | PDF",1792071002,23]