The Role of Song and Drum in Schools: A Response to Questions About Culturally Responsive Practice

2017 ◽  
pp. 123-139 ◽  
Author(s):  
Anna-Leah King
2017 ◽  
Vol 54 (10) ◽  
pp. 1260-1266 ◽  
Author(s):  
Marlena L. Minkos ◽  
Kari A. Sassu ◽  
Jess L. Gregory ◽  
Shamim S. Patwa ◽  
Lea A. Theodore ◽  
...  

2015 ◽  
Vol 9 (1) ◽  
pp. 143-159 ◽  
Author(s):  
Denise Jones ◽  
Susan Browne

It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.


2018 ◽  
Vol 69 (5) ◽  
pp. 463-476 ◽  
Author(s):  
Maria del Carmen Salazar

This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sara Farnbach ◽  
Julaine Allan ◽  
Raechel Wallace ◽  
Alexandra Aiken ◽  
Anthony Shakeshaft

Abstract Background To improve Australian Aboriginal and Torres Strait Islander people’s access to, and experience of, healthcare services, including Alcohol and other Drug (AoD) treatment services, principles and frameworks have been developed to optimise cultural responsiveness. Implementing those principles in practice, however, can be difficult to achieve. This study has five aims: i) to describe a five-step process developed to operationalise improvements in culturally responsive practice in AoD services; ii) to evaluate the fidelity of implementation for this five-step process; iii) to identify barriers and enablers to implementation; iv) to assess the feasibility and acceptability of this approach; and v) to describe iterative adaptation of implementation processes based on participant feedback. Methods Participating services were 15 non-Aboriginal AoD services in New South Wales, Australia. Implementation records were used to assess the implementation fidelity of the project. Structured interviews with chief executive officers or senior management were conducted, and interview data were thematically analysed to identify project acceptability, and the key enablers of, and barriers to, project implementation. Quantitative descriptive analyses were performed on the post-implementation workshop survey data, and responses to the free text questions were thematically analysed. Results A high level of implementation fidelity was achieved. Key enablers to improving culturally responsive practice were the timing of the introduction of the five-step process, the active interest of staff across a range of seniority and the availability of resources and staff time to identify and implement activities. Key barriers included addressing the unique needs of a range of treatment sub-groups, difficulty adapting activities to different service delivery models, limited time to implement change in this evaluation (three months) and the varied skill level across staff. The project was rated as being highly acceptable and relevant to service CEOs/managers and direct service staff, with planned changes perceived to be achievable and important. Based on CEO/management feedback after the project was implemented at the initial services, several improvements to processes were made. Conclusion The operationalisation of the five-step process developed to improve cultural responsiveness was feasible and acceptable and may be readily applicable to improving the cultural responsiveness of a wide variety of health and human services.


2021 ◽  
Vol 49 (2) ◽  
pp. 178-195
Author(s):  
Johanna E. Nilsson ◽  
Katherine C. Jorgenson

According to 2019 data, there are 26 million refugees and 3.5 million asylum seekers around the globe, representing a major humanitarian crisis. This Major Contribution provides information on the experiences of refugees resettled in the United States via the presentation of five manuscripts. In this introductory article, we address the current refugee crisis, refugee policies, and resettlement processes in the United States, as well as the American Psychological Association’s response to the crisis and the role of counseling psychology in serving refugees. Next follows three empirical articles, addressing aspects of the resettlement experiences of three groups of refugees: Somali, Burmese, and Syrian. The final article provides an overview of a culturally responsive intervention model to use when working with refugees.


2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.


Author(s):  
Eric Archer ◽  
Yuqian Zhang

“We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.


Author(s):  
Irang Kim ◽  
Sarah Dababnah

As the United States grows more racially and ethnically diverse, Koreans have become one of the largest ethnic minority populations. We conducted this qualitative study to explore the perspectives of Korean immigrant parents about their child’s future and the factors that shape those perspectives. We used modified grounded theory methods. Twenty Korean immigrant parents of children and adults with intellectual and developmental disabilities participated in the study. Four themes emerged: navigating complicated and limited service systems, maintaining safety and relationships through work and higher education, ongoing parental care at home, and the need for culturally relevant adult services. We discuss implications for culturally responsive practice and inclusive research.


2011 ◽  
Vol 22 (4) ◽  
pp. 377-396 ◽  
Author(s):  
Monika Williams Shealey ◽  
Patricia Alvarez McHatton ◽  
Vixen Wilson

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