ABSTRACT
In this chapter, the authors suggest that teachers inquire into the individual and collective cultural experiences of the students they teach. They begin by sketching in broad terms some of the everyday experiences and political concerns that have conspired to influence the ways middle and high school students living in the third decade of this century construct themselves. Along with this discussion, the authors make a case for the complexity of the cultures influencing schooling. And they caution against falling into easy and simplistic assessments of students. Moving on, the authors argue and provide several examples of how to inquire and dialogue with your students regarding the rich cultural tapestry they bring to school. At the same time, the authors argue that the sociopolitical context of the school should not be ignored. In particular, they build a framework from which teachers can flesh out such dialogue to best meet their own needs. The chapter ends with a sampling of some protocols that are just a few of the many ways teachers might implement this framework.
