Advancing culturally relevant pedagogy in teacher education from a Chilean perspective: a multi-case study of secondary preservice teachers

2019 ◽  
Vol 11 (1) ◽  
pp. 1-19 ◽  
Author(s):  
César Peña-Sandoval
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Relevant Pedagogy

scholarly journals Race, Ethnicity, and Culturally Relevant Pedagogy

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.

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

2017 ◽  
Vol 119 (1) ◽  
pp. 1-26 ◽  
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.

scholarly journals “That Makes Sense Now!": Bicultural Middle School Students’ Learning in a Culturally Relevant Science Classroom

2021 ◽  
Vol 23 (2) ◽  
pp. 145-172
Author(s):  
Deoksoon Kim ◽  
So Lim Kim ◽  
Mike Barnett
Keyword(s):  
Middle School ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Science Classroom ◽  
School Students ◽  
Cultural Objects ◽  
Case Study Design ◽  
Multiple Case ◽  
Relevant Pedagogy

This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members, connecting scientific concepts to their families’ funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students’ experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning. 

Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School

2018 ◽  
Vol 198 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Christopher C. Martell
Keyword(s):  
High School ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Response ◽  
Ethnically Diverse ◽  
Urban High School ◽  
Race And Racism ◽  
Beliefs And Practices ◽  
Relevant Pedagogy

In this interpretative case study, the researcher examined the beliefs and practices of three self-identifying culturally relevant social studies teachers related to their teaching of U.S. history at a racially and ethnically diverse urban high school. The teachers displayed beliefs and practices that were aligned with the core criteria of culturally relevant pedagogy (CRP), while also centering their U.S. history classrooms on race and racism. However, the teachers described and exhibited CRP through three different models: exchanging, discovering, and challenging. Despite these differences, the students reported a positive response to their teacher’s use of CRP.

Preparing Preservice Teachers’ Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts

2003 ◽  
Vol 31 ◽  
pp. 17-24 ◽  
Author(s):  
Barry Osborne
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Indigenous Communities ◽  
Making Sense ◽  
Relevant Pedagogy ◽  
Remote Setting

ABSTRACTThis paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions of teaching to what they already know which may entail unlearning before relearning. Some challenges involve making sense of the theory/action dialectic - teasing out links between strongly held but unarticulated values, beliefs and actions that derive from them. Some challenges involve anticipating what it might be like to live and teach in a remote setting and preparing to work effectively across cultures. I then discuss how we might tackle them in the light of productive pedagogy and culturally relevant pedagogy (Osborne, 2001a, 2001b).

scholarly journals Drawing-to-Learn: Active and Culturally Relevant Pedagogy for Biology

2021 ◽  
Vol 6 ◽  
Author(s):  
Anna F. Edlund ◽  
Meena M. Balgopal
Keyword(s):  
Active Learning ◽  
Mental Models ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Natural World ◽  
Tibetan Buddhist ◽  
New Knowledge ◽  
Concrete Representations ◽  
Relevant Pedagogy

Students enter biology classrooms with ideas about the natural world already formed. Teachers can help students construct new knowledge by using active, culturally relevant pedagogy and by making space in their lesson for students to reveal, challenge, and/or reconcile their preconceptions with new knowledge. Drawing meets all of these needs. Drawing-to-learn (DTL) allows students to be metacognitive and creative as they generate concrete representations of their abstract conceptions. In this case study of biology classes for Tibetan Buddhist monastic students through the Emory-Tibet Science Initiative, we find that DTL engages students in active learning, allows multi-modal visualization and discourse about mental models, and beyond this, solicits cultural references from both students and teachers.

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