scholarly journals The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

2013 ◽  
Vol 18 (3) ◽  
pp. 272-284 ◽  
Author(s):  
Abdul Jabbar ◽  
Glenn Hardaker
Keyword(s):  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Business Schools ◽  
Responsive Teaching

Moving beyond disproportionality: the role of culturally responsive teaching in special education

2011 ◽  
Vol 22 (4) ◽  
pp. 377-396 ◽  
Author(s):  
Monika Williams Shealey ◽  
Patricia Alvarez McHatton ◽  
Vixen Wilson
Keyword(s):  
Special Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching

The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

2021 ◽  
pp. 830-851
Author(s):  
Kasım Karataş ◽  
Tuncay Ardıç
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Institution ◽  
Teacher Education Programs ◽  
Responsive Teaching ◽  
Teaching Competencies ◽  
Roles And Responsibilities ◽  
The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

scholarly journals Review of the Classroom Implications Discussed in Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups Edited by Inmaculada García-Sánchez & Marjorie Faulstich Orellana

2021 ◽  
Vol 4 (6) ◽  
pp. 12-19
Author(s):  
Amirreza Karami
Keyword(s):  
Multicultural Education ◽  
Teaching Methods ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Responsive Teaching ◽  
Sources Of Knowledge ◽  
Multicultural Classrooms ◽  
Different Sources

This review provides a summary of the classroom implications discussed in Language and Cultural Practices in Communities and Schools: Bridging for Students from Non-Dominant Groups edited by Inmaculada García-Sánchez and Marjorie Faulstich Orellana (2019). Although there are thirteen chapters in this book written by different scholars, they are related to each other and provide teachers with some research-based guidelines on how to integrate different sources of knowledge—such as students’ funds of knowledge—into their instructions in multicultural classrooms. The review of the classroom implications discussed in this book highlights the important role of the teacher once more in providing minority students with the equitable education that they deserve. Therefore, teachers need to be familiarized with culturally responsive teaching approaches in general and, in particular, with different teaching methods and strategies of multicultural education. This will allow teachers to prepare their students to live successfully and peacefully in non-native cultural settings and societies.

Responsive Teaching in the Conditions of Intercultural Communication

2019 ◽  
pp. 324-343
Author(s):  
Marinela Rusu
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ecological Perspective ◽  
Responsive Teaching ◽  
Classroom Communication ◽  
Intercultural Competencies

The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.

Considering Diversity in L2 Teacher Education

2021 ◽  
pp. 1041-1061
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

Conceptual and Theoretical Frameworks for CRT Pedagogy

2021 ◽  
pp. 544-564
Author(s):  
Michelle Kilburn ◽  
Monica Bixby Radu ◽  
Martha Henckell
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Student Success ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Responsive Teaching ◽  
Theoretical Frameworks ◽  
Inclusive Learning

Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.

The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

2019 ◽  
pp. 311-332
Author(s):  
Kasım Karataş ◽  
Tuncay Ardıç
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Institution ◽  
Teacher Education Programs ◽  
Responsive Teaching ◽  
Teaching Competencies ◽  
Roles And Responsibilities ◽  
The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

Considering Diversity in L2 Teacher Education

2019 ◽  
pp. 118-138
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

Conceptual and Theoretical Frameworks for CRT Pedagogy

2019 ◽  
pp. 1-21
Author(s):  
Michelle Kilburn ◽  
Monica Bixby Radu ◽  
Martha Henckell
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Student Success ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Responsive Teaching ◽  
Theoretical Frameworks ◽  
Inclusive Learning

Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.

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