Moving as One

Renegades ◽  
2021 ◽  
pp. 87-105
Author(s):  
Trevor Boffone
Keyword(s):  
Public Education ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Affective Response ◽  
Responsive Teaching ◽  
Teachers And Students ◽  
High School Classroom ◽  
Hip Hop Education

This chapter explores how dancing in unison helps Renegades create stronger relationships and a more formidable sense of community. I use my own classroom experiences with my students as a case study in community-focused pedagogy. Building off of research on Broadway chorus lines and military formations/drills, this chapter analyzes the role of unison movement and muscular bonding in making Dubsmash videos. The chapter argues that dancing in unison with students on Dubsmash creates an affective response that helps build stronger relationships between students and teachers. As such, this chapter is a testament as to how Dubsmash can be used as a tool of hip hop education and culturally responsive teaching. To further demonstrate how Renegades materialize in the high school classroom, this chapter also features interviews with other dancing teachers. Dubsmash pushes against the barriers typically seen between teachers and students in public education, effectively becoming a tool of anti-racist community building.

scholarly journals Weaving webs of connection: Empathy, perspective taking, and students’ motivation

2019 ◽  
Vol 9 (1) ◽  
pp. 31-53 ◽  
Author(s):  
Alastair Henry ◽  
Cecilia Thorsen
Keyword(s):  
Perspective Taking ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Teacher Responsiveness ◽  
L2 Motivation ◽  
Lesson Content ◽  
The Moment ◽  
Teaching Paradigm

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.

scholarly journals White Pop, Shiny Armour and a Sling and Stone: Indigenous Expressions of Contemporary Congregational Song Exploring Christian-Māori Identity

Religions ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 123
Author(s):  
Shannon Said
Keyword(s):  
Hip Hop ◽  
Minority Groups ◽  
Cultural Backgrounds ◽  
Congregational Song ◽  
Christian Worship ◽  
Pentecostal Churches ◽  
The Relationship ◽  
Sydney Australia

It has taken many years for different styles of music to be utilised within Pentecostal churches as acceptable forms of worship. These shifts in musical sensibilities, which draw upon elements of pop, rock and hip hop, have allowed for a contemporisation of music that functions as worship within these settings, and although still debated within and across some denominations, there is a growing acceptance amongst Western churches of these styles. Whilst these developments have taken place over the past few decades, there is an ongoing resistance by Pentecostal churches to embrace Indigenous musical expressions of worship, which are usually treated as token recognitions of minority groups, and at worst, demonised as irredeemable musical forms. This article draws upon interview data with Christian-Māori leaders from New Zealand and focus group participants of a diaspora Māori church in southwest Sydney, Australia, who considered their views as Christian musicians and ministers. These perspectives seek to challenge the relationship between Indigenous and non-Indigenous relations within a church setting and create a more inclusive philosophy and practice towards being ‘one in Christ’ with the role of music as worship acting as a case study throughout. It also considers how Indigenous forms of worship impact cultural identity, where Christian worship drawing upon Māori language and music forms has led to deeper connections to congregants’ cultural backgrounds.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

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 THE ROLE OF ONLINE ENGLISH COMMUNITY DURING COVID-19 PANDEMIC

2020 ◽  
Vol 4 (2) ◽  
pp. 271-279
Author(s):  
Siti Hadianti ◽  
Bobi Arisandi
Keyword(s):  
Qualitative Research ◽  
Learning Activity ◽  
Educational Institutions ◽  
English Learning ◽  
Case Study Design ◽  
Teachers And Students ◽  
New Challenges ◽  
Challenging Situation

The outbreak of coronavirus disease 2019 (COVID-19) has caused many new challenges for educational institutions. Most schools and universities have been transforming the learning mode into an online platform and it leaves teachers and students in a challenging situation. The existence of English community which helped to provide exposure and practice toward English learning is postponed due to COVID-19 pandemic. Online English community as an alternative to replace English community has not been observed well before. Its flexibility in learning is assumed that it can enhance a better engagement in the English learning activity. The purpose of this study is to investigate the role of the online English community during COVID-19 pandemic. Fifteen university students that are involved in one online English community participated in the research. The researchers chose the sample by using purposive sampling. The data was collected through questionnaire and interview and the method that is used is qualitative research with a case study design. The researchers found that there are at least 3 roles of online English community during COVID-19 pandemic. 

scholarly journals Fostering a Culture of Innovation: A Case Study of Elementary School Principals in Costa Rica

2019 ◽  
Vol 15 (6) ◽  
Author(s):  
Miguel M. Gonzales ◽  
Richard Storti
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Costa Rica ◽  
Elementary School Principals ◽  
School Principals ◽  
Ministry Of Education ◽  
Science Technology ◽  
Teachers And Students

To help promote a culture of innovation, the Ministry of Education andthe Ministry of Science, Technology, and Telecommunication of Costa Rica estab-lished a national executive decree requiring all public schools in the country partic-ipate in the National Program of Science and Technology Fairs (NPSTF). This casestudy examines the role of five elementary school principals in Costa Rica in implementing and preparing their schools for the NPSTF initiative. Principals played threesignificant roles: the motivator of teachers and students; acquirer of NPSTF resources;and the organizer of NPSTF committees and coalitions to help train and finance theinitiative. It is recommended the Ministry of Education establish a budget solely ded-icated to support infrastructure and professional development for NPSTF while aligning goals with all stakeholders.

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.

scholarly journals Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School

2018 ◽  
Vol 11 (4) ◽  
pp. 82
Author(s):  
Holly Hansen-Thomas ◽  
SriPadmini Chennapragada
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Immigrant Students ◽  
Responsive Teaching ◽  
Secondary Classroom ◽  
Clash Of Cultures ◽  
Multilingual Classroom

This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.

Sign in / Sign up

Export Citation Format

Share Document