A Case Study for Culturally Responsive Teaching in Glodok, Jakarta, Indonesia: the Negotiation of Identity and Instruction for a Chinese-Indonesian Educator

2020 ◽  
Vol 9 (1) ◽  
pp. 113-126
Author(s):  
Cynthia M. Douglas
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Responsive Teaching ◽  
Minority Communities ◽  
Minority Community ◽  
Ethnic Chinese ◽  
Negotiation Of Identity ◽  
Proper Training

Abstract This paper documents what culturally responsive teaching means for a teacher who is a member of a minority community of ethnic Chinese in Glodok (Chinatown), Jakarta, Indonesia. Culturally responsive teaching (CRT) in Indonesia has traditionally meant implementing an indigenous, Javanese-centered curriculum where ethic Chinese identity was disparaged. The data collected in this study illustrates how an educator must negotiate identity and instruction of CRT to students of her own ethnic group with whom she does not share a cultural identity. The broader significance of this study is understanding how educators from marginalized or minority communities are vital to the creation of dialogue within the constructs of culturally responsive teaching. This study illustrates the necessity to not make assumptions that educators from culturally and linguistically diverse communities are naturally predisposed to engage in CRT; this reinforces the urgency that all teachers need proper training in order to effectively employ culturally responsive teaching regardless of ethnicity, race, or culture.

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

TPACK ◽  
2019 ◽  
pp. 222-238
Author(s):  
Renee White-Clark ◽  
Shawn Robertson ◽  
Ashley Lovett
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Educational Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Pedagogical Expertise ◽  
Diverse Student Populations ◽  
Use Of Technology ◽  
Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings

2018 ◽  
pp. 263-286
Author(s):  
İshak Kozikoğlu
Keyword(s):  
Beginning Teachers ◽  
Induction Period ◽  
Teacher Induction ◽  
Learning Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Special Period ◽  
Responsive Teaching ◽  
Linguistic Backgrounds

The first year in teaching is a special period, and beginning teachers face many challenges in induction period. Current demographic changes all around the world bring about an increasingly diverse student population with different cultural, ethnic, and linguistic backgrounds. The purpose of this chapter is to explicate teacher induction in culturally, ethically, or linguistically diverse settings. Accordingly, teacher induction is clarified within the framework of culturally responsive teaching. As the concern of education is to be responsive to students' diverse cultural or linguistic backgrounds in culturally responsive teaching, it is considered to be appropriate pedagogy for beginning teachers in diverse settings. Furthermore, beginning teachers' relationships in the learning community and larger society have great importance in induction period. Therefore, this chapter aims to clarify the scope of beginning teachers' relations with students, parents, and larger society in culturally diverse settings.

Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings

2021 ◽  
pp. 861-878
Author(s):  
İshak Kozikoğlu
Keyword(s):  
Beginning Teachers ◽  
Induction Period ◽  
Teacher Induction ◽  
Learning Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Special Period ◽  
Responsive Teaching ◽  
Linguistic Backgrounds

The first year in teaching is a special period, and beginning teachers face many challenges in induction period. Current demographic changes all around the world bring about an increasingly diverse student population with different cultural, ethnic, and linguistic backgrounds. The purpose of this chapter is to explicate teacher induction in culturally, ethically, or linguistically diverse settings. Accordingly, teacher induction is clarified within the framework of culturally responsive teaching. As the concern of education is to be responsive to students' diverse cultural or linguistic backgrounds in culturally responsive teaching, it is considered to be appropriate pedagogy for beginning teachers in diverse settings. Furthermore, beginning teachers' relationships in the learning community and larger society have great importance in induction period. Therefore, this chapter aims to clarify the scope of beginning teachers' relations with students, parents, and larger society in culturally diverse settings.

scholarly journals CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN

2020 ◽  
Vol 1 (12) ◽  
pp. 18
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska ◽  
Julija Melnikova ◽  
Virginija Jurgaityte ◽  
Ludmila Aleksejeva ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Empirical Study ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Theoretical Modelling ◽  
Cultural Norms ◽  
Responsive Teaching ◽  
Norms And Values

Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed.

scholarly journals Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

2016 ◽  
Vol 18 (1) ◽  
pp. 45 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Ashley Taylor Jaffee
Keyword(s):  
New York ◽  
Culturally Responsive Teaching ◽  
Citizenship Education ◽  
Culturally Responsive ◽  
Local Community ◽  
Active Citizenship ◽  
Responsive Teaching ◽  
Newcomer Students ◽  
State Case

<p class="normal">This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students’ understanding of and engagement in active citizenship in their local community(ies).</p>

scholarly journals Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students

2021 ◽  
Vol 11 (11) ◽  
pp. 739
Author(s):  
Jennifer Meléndez-Luces ◽  
Pilar Couto-Cantero
Keyword(s):  
High School ◽  
Foreign Language ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ethnically Diverse ◽  
Diverse Students ◽  
Responsive Teaching ◽  
North West ◽  
The North

Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.

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