A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

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Culturally Relevant Leadership for the Enhancement of Teaching and Learning in Urban Schools

International Handbook of Leadership for Learning ◽

10.1007/978-94-007-1350-5_28 ◽

2011 ◽

pp. 487-501 ◽

Cited By ~ 5

Author(s):

Carlos R. McCray ◽

Floyd D. Beachum

Keyword(s):

Urban Schools ◽

Teaching And Learning ◽

Culturally Relevant ◽

Culturally Relevant Leadership

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Supporting Muslim Students Through Culturally Relevant, Responsive, and Sustaining Pedagogies

Canadian Social Studies ◽

10.29173/css20 ◽

2021 ◽

Vol 52 (2) ◽

pp. 22-38

Author(s):

Nisreen Alameddine

Keyword(s):

Critical Pedagogy ◽

Conceptual Framework ◽

Culturally Relevant ◽

Collaborative Inquiry ◽

Social Contexts ◽

Muslim Students ◽

Academic Environments ◽

Inquiry Approach ◽

Speak Up ◽

The Impact

In this article, I discuss a conceptual framework for supporting Muslim students using Culturally Relevant, Responsive, and Sustaining Pedagogies informed by a Collaborative Inquiry approach. The impact of 9/11 and its consequences on Muslim students’ temporal and social contexts calls for a critical stance that questions teachers’ assumptions regarding Muslim students. I examine Critical Pedagogy as the theoretical underpinnings for employing Culturally Relevant, Responsive, and Sustaining Pedagogies with the intent of underscoring the significance of incorporating these pedagogies to build upon teachers’ capacities in honouring the voices of their Muslim students and fostering spaces for these voices to speak up. I explore how teachers can engage in Culturally Relevant, Responsive, and Sustaining Pedagogies through Collaborative Inquiry to meet the needs of Muslim students in ways that acknowledges their narratives and support them in navigating their social and academic environments.

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