Culturally Relevant Books: Culturally Responsive Teaching in Bilingual Classrooms

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

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Culturally Responsive Teaching as a Method for Teaching Students With Emotional/Behavioral Disorders in the Music Classroom

Update Applications of Research in Music Education ◽

10.1177/87551233211043889 ◽

2021 ◽

pp. 875512332110438

Author(s):

Christina J. Sisson

Keyword(s):

Music Education ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Culturally Relevant ◽

Behavioral Disorder ◽

Responsive Teaching ◽

Students With Special Needs ◽

High Expectations ◽

Music Classroom ◽

Mind Set

As students with special needs become increasingly mainstreamed into music classes, there is a demand for strategies to help teachers meet these students’ needs. The purpose of this review of literature was to review and synthesize the literature focused on teaching students with an emotional/behavioral disorder (EBD) in the music classroom and to explore the possibility of culturally responsive teaching (CRT) being a method of engaging students with EBDs. Using targeted database searches, I reviewed the literature on the topic of culturally relevant teaching and synthesized the results into the following categories: (a) CRT and EBD and (b) CRT and music education. Becoming a culturally responsive teacher requires becoming culturally competent, designing culturally relevant curricula, demonstrating cultural caring, building a community of learners, and maintaining high expectations for students. By incorporating this mind-set into daily teaching, music teachers should find success working with students with EBDs.

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Using Postmodernism to Effectively Teach in Diverse Settings

Overcoming Current Challenges in the P-12 Teaching Profession - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-1177-0.ch006 ◽

2020 ◽

pp. 125-143

Author(s):

Rollin D. Nordgren

Keyword(s):

Culturally Responsive Teaching ◽

Teaching Practices ◽

Culturally Responsive ◽

Culturally Relevant ◽

Life Experiences ◽

Responsive Teaching ◽

Cultural Backgrounds ◽

Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

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Applying Culturally Relevant Teaching to Workshops—The Checklist

EDIS ◽

10.32473/edis-wc351-2020 ◽

2020 ◽

Vol 2020 (1) ◽

Author(s):

Cecilia E Suarez ◽

John M Diaz ◽

Laura E Valencia

Keyword(s):

Agricultural Education ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Culturally Relevant ◽

Culturally Relevant Teaching ◽

Educational Goals ◽

Responsive Teaching ◽

Extension Educators ◽

Diverse Audience

As the diversity of Extension clientele continues to grow, Extension educators must consider new ways of supporting this population. In this new 2-page article, a follow-up to EDIS article AEC678, Culturally Responsive Teaching: A Framework for Educating Diverse Audience, the authors provide a checklist to serve as a guiding tool when planning workshops and to ensure that participants feel connected to, engaged with, and understood while working toward achieving workshop educational goals. Written by Cecilia E. Suarez, John M. Diaz, and Laura E. Valencia, and published by the UF/IFAS Department of Agricultural Education and Communication.https://edis.ifas.ufl.edu/wc351

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