Culturally Responsive Integrative Learning Environments: A Critical Displacement Approach

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Culturally Responsive Teaching with Adult Learners

Research Anthology on Adult Education and the Development of Lifelong Learners ◽

10.4018/978-1-7998-8598-6.ch074 ◽

2021 ◽

pp. 1459-1468

Author(s):

Christy M. Rhodes

Keyword(s):

Adult Learning ◽

Multicultural Education ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Cultural Identities ◽

Adult Educators ◽

Responsive Teaching ◽

Inclusive Learning ◽

K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Teaching with Adult Learners

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2018100103 ◽

2018 ◽

Vol 9 (4) ◽

pp. 33-41 ◽

Cited By ~ 1

Author(s):

Christy M. Rhodes

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Multicultural Education ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Cultural Identities ◽

Responsive Teaching ◽

Inclusive Learning ◽

K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Relationships Focused Pedagogies

Indigenous Studies ◽

10.4018/978-1-7998-0423-9.ch008 ◽

2020 ◽

pp. 127-157

Author(s):

Catherine Maree Burgess ◽

John Robert Evans

Keyword(s):

Learning Environments ◽

Professional Learning ◽

Culturally Responsive ◽

Educational Process ◽

Community Members ◽

Social And Cultural Capital ◽

Aboriginal Students ◽

Teacher Professional ◽

Quality Learning ◽

Marginalised Students

This chapter examines the importance of culturally responsive relationships-focused pedagogical approaches in engaging Aboriginal students in their learning and the significance of this to improving their educational outcomes. Significantly, the themes and issues raised in this chapter reflect much of the international literature on Indigenous, minority and marginalised students. The following enablers are necessary when implementing culturally responsive relationships focused pedagogies: Engaging with Aboriginal families and community members; Harnessing Aboriginal students' backgrounds, lived experiences and interests as classroom resources; Implementing innovative place-based curriculum approaches, and Exploring holistic teacher professional learning opportunities. The combination of these factors creates quality learning environments as places of belonging and socio-cultural support underpinned by mobilising Aboriginal family and community social and cultural capital in the educational process. Once schools and teachers realise the potential of this approach, conditions are created to improve the academic, social and cultural outcomes of Aboriginal and Torres Strait Islander students.

A critical displacement approach for predicting structural instability

Computer Methods in Applied Mechanics and Engineering ◽

10.1016/0045-7825(96)01032-8 ◽

1996 ◽

Vol 134 (1-2) ◽

pp. 135-161 ◽

Cited By ~ 16

Author(s):

Eugenio Oñate ◽

William T. matias

Keyword(s):

Structural Instability ◽

Critical Displacement ◽

Displacement Approach

Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

Journal of Special Education Preparation ◽

10.33043/josep.1.1.47-54 ◽

2021 ◽

Vol 1 (1) ◽

pp. 47-54

Author(s):

Jonte Taylor ◽

Naima Bhana

Keyword(s):

Special Education ◽

Learning Environments ◽

Student Teacher ◽

Behavior Management ◽

Culturally Responsive ◽

Classroom Behavior ◽

Training Programs ◽

Social Emotional ◽

Special Education Training ◽

Classroom Behavior Management

In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.

Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

Sustainability ◽

10.3390/su132413922 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13922

Author(s):

Ming-Min Cheng ◽

Aurora V. Lacaste ◽

Cris Saranza ◽

Hsueh-Hua Chuang

Keyword(s):

Sustainable Development ◽

Preservice Teachers ◽

Cultural Values ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Visual Aids ◽

K 12

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments

Care and Culturally Responsive Pedagogy in Online Settings - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7802-4.ch013 ◽

2019 ◽

pp. 252-279

Author(s):

Natalie Nussli ◽

Yi Guan ◽

Kevin Oh

Keyword(s):

Online Learning ◽

Learning Environments ◽

Culturally Responsive ◽

Online Courses ◽

Transformation Process ◽

Teacher Education Programs ◽

Diverse Students ◽

Responsive Teaching ◽

Multiple Perspectives ◽

Culturally Diverse Students

The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.

Culturally Responsive Social, Emotional, and Academic Development (SEAD)

Leading Schools With Social, Emotional, and Academic Development (SEAD) - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6728-9.ch002 ◽

2021 ◽

pp. 20-41

Author(s):

Tara Madden-Dent ◽

Iesha Jackson ◽

Jo Ann L. Cason

Keyword(s):

Case Studies ◽

Learning Environments ◽

Culturally Responsive ◽

The Body ◽

Evidence Based ◽

Social Emotional ◽

Emotional Competencies ◽

Global Citizens ◽

College Career ◽

Cultural Gaps

Culturally responsive social-emotional competencies continue being essential skills for college, career, and life success, especially today, as the world seeks global citizens prepared to respectfully navigate relationships and interactions between people from different nations and ethnicities. These skills are more than valuable assets that a modern economy is dependent on, but skills that students, educators, employees, and society need in order for healthy and sustainable co-existence. In academia, educators are increasingly expected to bridge diverse cultural gaps and foster more equitable, respectful, and safe learning environments, but evidence-based implementation methods are limited. To contribute to the body of literature, this chapter presents three case studies and how each of their approaches can increase essential SEL skills at the high school, undergraduate, and graduate levels in addition to the in-service educator level. The chapter concludes with a discussion around themes that emerged from the three case studies, implications for practice, and recommendations.

Culturally Inclusive Teaching of Adult English Language Learners

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch039 ◽

2021 ◽

pp. 717-734

Author(s):

Christy Michele Rhodes ◽

Kathy Diane Lohr

Keyword(s):

English Language Learners ◽

Learning Environments ◽

Language Learners ◽

Culturally Responsive ◽

English Language ◽

Ways Of Knowing ◽

The United States ◽

Responsive Teaching ◽

Education Community ◽

Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.