Who Are the Teachers and Who Are the Learners? Teacher Education for Culturally Responsive Pedagogy

2013 ◽  
pp. 297-308 ◽  
Author(s):  
Geri Smyth
Keyword(s):  
Teacher Education ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Responsive Pedagogy

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Culturally Responsive Pedagogy in Teacher Education

2019 ◽  
Author(s):  
Conra Gist ◽  
Iesha Jackson ◽  
Bianca Nightengale-Lee ◽  
Keisha Allen
Keyword(s):  
United States ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Linguistically Diverse ◽  
The United States ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Diverse Student ◽  
Responsive Pedagogy

To effectively teach an increasingly diverse student population throughout the United States, scholars and teacher educators have become proponents of using culturally responsive pedagogy. Culturally responsive pedagogy is defined as a combination of knowledge, practices, and dispositions that center racially, ethnically, and linguistically diverse students’ cultural traditions, experiences, and perspectives to facilitate meaningful and transformative learning opportunities. Culturally responsive pedagogy is particularly important for students of color who have persistently been marginalized in U.S. schools and will become increasingly relevant in teacher education as the racial, ethnic, and linguistic diversity of school populations continues to grow in the United States. As such, educator preparation programs are key teacher learning sites for preparing future teachers to be able to engage in culturally responsive pedagogical practices with their students. In the context of the United States, traditional educator preparation has often centered its program designs for a White female teacher population, preparing them to address the learning needs of racially, ethnically, and linguistically diverse student populations via sense making and application activities in individual courses, community service projects, and fieldwork experiences. These efforts are often additive approaches for addressing culturally responsive pedagogy in the curriculum and not always central to the mission of programs. Scholars have challenged piecemeal preparation approaches for addressing culturally responsive pedagogy and argued for an integration of culturally responsive approaches throughout preservice teacher preparation experiences. Despite calling attention to such approaches, several issues complicate this effort. For one, the pervasive Whiteness that encompasses most educator preparation programs must be acknowledged, critiqued, and addressed in ways that many programs are ill-equipped to do given the demographic makeup of the teaching faculty. Even if some programs recognize this pressing need and work to emphasize the importance of culturally responsive pedagogy in the core mission statements of their programs, close examination of the program design suggests gaps of the application as it relates to the learning experiences of teacher candidates. Further, there is growing concern regarding the overemphasis of culturally responsive approaches for preparing White teachers in ways that overlook the learning and preparation needs of teachers of color. Given these challenges, discourse on culturally responsive pedagogy in teacher education must be addressed through the perspective of multiple stakeholders and program facets, with a common goal of emphasizing rigorous, engaging, and challenging educational opportunity for racially, ethnically, culturally, and linguistically diverse youth in schools.

Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education

2017 ◽  
pp. 235-256 ◽  
Author(s):  
Fran Martin ◽  
Fatima Pirbhai-Illich ◽  
Shauneen Pete
Keyword(s):  
Teacher Education ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Responsive Pedagogy

scholarly journals “Good Teachers” with “Good Intentions”: Misappropriations of Culturally Responsive Pedagogy

2020 ◽  
Vol 15 (1) ◽  
pp. 51-73
Author(s):  
Leanne M. Evans ◽  
Crystasany R. Turner ◽  
Kelly R. Allen
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Culturally Responsive Pedagogy ◽  
Culturally Responsive Practices ◽  
Responsive Pedagogy ◽  
Conceptual Work ◽  
Pedagogical Approaches

This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students’ attention, and culturally responsive pedagogy as a tool of assimilation. As teacher educators, we see a need to critically examine pedagogical approaches to specifically identify the perpetuation of historical inaccuracies, harmful stereotypes, and masks of good intentions. Three premises are proposed that reflect a commitment to defining and identifying culturally responsive teacher education practices.

Studying Abroad in the Dominican Republic: Preparing Culturally and Linguistically Responsive Teachers for 21st-Century Classrooms

2018 ◽  
Vol 38 ◽  
pp. 194-200 ◽  
Author(s):  
Shondel J. Nero
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Dominican Republic ◽  
Intercultural Competence ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
New York University ◽  
Responsive Pedagogy

ABSTRACTThis article describes the conception, goals, design, and evaluation of a 3-week study abroad program in the Dominican Republic for preservice teachers at New York University to address cultural diversity in teacher education. Taking a critical approach to teacher education and drawing on four interrelated areas of research—second language acquisition, study abroad, culturally responsive pedagogy, and intercultural competence—the program sought to deepen teachers’ understanding of their students’ cultures, develop empathy toward language learning, and promote culturally responsive pedagogy. Program evaluation revealed that participants developed more critical understandings of the Dominican language, culture, and education system, which they could harness to practice culturally responsive pedagogy.

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

2017 ◽  
Vol 69 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Chezare A. Warren
Keyword(s):  
Teacher Education ◽  
Perspective Taking ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Dispositions ◽  
Effective Teacher ◽  
Social Perspectives ◽  
The Social ◽  
Responsive Pedagogy

Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers’ capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that help connect teacher candidates’ knowledge of students and communities to development of efficacious physical habits, tendencies, and trends in observable behavior or teacher dispositions. The application of empathy operationalized through perspective taking is one such model useful to preparing teacher candidates to make professional decisions that produce evidence of CRP. Engaging teacher candidates in perspective taking—adopting the social perspectives of others as an act and process of knowing—invites them to obtain (and reason with) new knowledge of students and the sociocultural context where she or he will teach. Recommendations for modeling and practicing perspective taking in teacher education are discussed.

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