The Impact of Beliefs and Actions on the Infusion of Culturally Relevant Pedagogy in Science Teacher Education

The present study examines the challenges and the rewards of assessing learning in a seminar on corruption which is taught in a country (Iraq) where political corruption is seen as the main source of structural instability and sectarian tensions. It specifically focuses on the role of culturally relevant pedagogy in defining the most suitable summative assessment. To this end, essay test questions were developed concerning the relevance of political corruption, the impact of investigative journalism, the role of humor in investigative journalism, and the appropriate remedies (besides journalism) to political corruption. In students’ responses, investigative journalism (with or without humor) was consistently reported to be a dangerous undertaking, but disagreement emerged on its effectiveness as one of the possible remedies for corruption. Dishonesty was seen as the universal cancer of political systems and thus difficult to extirpate, albeit some systems (e.g., Al-Muhasasa) were seen as tolerating it more than others. In our study, the qualitative examination of students’ responses served three objectives: (a) it offered evidence about the extent to which culturally relevant pedagogy was realized in the course; (b) it served to put forth a proposal on how students’ test responses can inform teaching and assessment in future offerings of the course; and more broadly, (c) it synopsized the views of a sample of college students who represent the population upon whom the country heavily relies for its economic and political recovery.

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Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

Canadian Journal of Education / Revue canadienne de l éducation ◽

10.53967/cje-rce.v44i4.4811 ◽

2021 ◽

Vol 44 (4) ◽

pp. 1084-1115

Author(s):

Jennifer Mitton ◽

Anne Murray-Orr

Keyword(s):

Nova Scotia ◽

Risk Taking ◽

Culturally Relevant Pedagogy ◽

Culturally Relevant ◽

Pedagogical Practices ◽

Academic Risk ◽

Qualitative Research Study ◽

Track Record ◽

The Impact ◽

Relevant Pedagogy

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi’kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.

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Race, Ethnicity, and Culturally Relevant Pedagogy

The Oxford Handbook of Preservice Music Teacher Education in the United States ◽

10.1093/oxfordhb/9780190671402.013.28 ◽

2019 ◽

pp. 601-623

Author(s):

Constance L. McKoy

Keyword(s):

Teacher Education ◽

Culturally Relevant Pedagogy ◽

Race And Ethnicity ◽

Culturally Responsive ◽

Teaching And Learning ◽

Culturally Relevant ◽

Music Teacher ◽

Responsive Teaching ◽

Music Teacher Education ◽

Relevant Pedagogy

This chapter outlines how principles associated with culturally relevant pedagogy may be used in music teacher education to help preservice music teachers better understand how perceptions of race and ethnicity mediate teaching and learning in music. Specific attention is given to race and ethnicity as they relate to (a) facets of cultural identity, (b) the origins of culturally relevant pedagogy in US public education, and (c) the significance of culturally relevant pedagogy in music teacher education. The latter portion of the chapter provides examples of instructional strategies designed to develop a disposition toward culturally responsive teaching among preservice music educators. The chapter concludes with a discussion of the challenges that must be considered when viewing music teacher education through a cultural lens.

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Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

10.26686/wgtn.17142731 ◽

2021 ◽

Author(s):

◽

Andrea Benge

Keyword(s):

New Zealand ◽

Primary School ◽

Teaching Strategies ◽

Culturally Relevant Pedagogy ◽

Culturally Relevant ◽

Positive Impact ◽

Inquiry Based Learning ◽

Effective Teaching Strategies ◽

The Impact ◽

Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting. This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy. On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

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Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

Teachers College Record ◽

10.1177/016146811711900107 ◽

2017 ◽

Vol 119 (1) ◽

pp. 1-26 ◽

Cited By ~ 2

Author(s):

Ayana Allen ◽

Stephen D. Hancock ◽

Tehia Starker-Glass ◽

Chance W. Lewis

Keyword(s):

Teacher Education ◽

Social Justice ◽

Culturally Relevant Pedagogy ◽

Teacher Candidates ◽

Critical Reflection ◽

Critical Consciousness ◽

Culturally Relevant ◽

Teacher Education Programs ◽

Education Programs ◽

Relevant Pedagogy

Background/Context Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student population. Culturally relevant pedagogy (CRP) is a social justice framework posited to support academic achievement, cultural competence, and critical consciousness for all learners. To this end, this article examines the integration of CRP into teacher education programs. Purpose In this article, we discuss CRP and interrogate teacher education programs in the critical areas of governance and accountability, policies and programs, curriculum and instruction, and teacher educators. Furthermore, this article presents a conceptual framework for the integration of CRP into teacher education programs. Research Design This article is a conceptual paper that builds upon the hallmarks of CRP, which are rooted in a critical race paradigm that centers on exposing and challenging racial policies that maintain the status quo in teacher education programs. We present a critical framework to support the mapping of CRP into teacher education programs through critical reflection, social justice action, and critical questioning. Conclusion/Recommendations A teacher preparation program that does not critically interrogate race, power, and privilege in the context of schools does not maintain a social justice mission and consequently does not meet the tenets of CRP. A critical examination of race and other sociocultural concepts that disenfranchise K–12 students in schools must be an integral and reflective practice for teacher candidates. Requiring teacher candidates to gain skills in critical reflection and critical consciousness in an effort to deconstruct the existing social order is imperative to support culturally relevant pedagogy in teacher education curriculum.

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Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

10.26686/wgtn.17142731.v1 ◽

2021 ◽

Author(s):

◽

Andrea Benge

Keyword(s):

New Zealand ◽

Primary School ◽

Teaching Strategies ◽

Culturally Relevant Pedagogy ◽

Culturally Relevant ◽

Positive Impact ◽

Inquiry Based Learning ◽

Effective Teaching Strategies ◽

The Impact ◽

Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting. This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy. On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

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Pre-Service Science Teachers’ Views of the Nature of STEM

Science Education International ◽

10.33828/sei.v31.i4.4 ◽

2020 ◽

Vol 31 (4) ◽

pp. 356-366

Author(s):

Chatree Faikhamta ◽

Keyword(s):

Teacher Education ◽

Science Teacher ◽

Science Teachers ◽

Classroom Practice ◽

Teaching And Learning ◽

Science Teacher Education ◽

Service Science ◽

Teacher Education Programs ◽

Education Programs ◽

The Impact

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.

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