Understanding the motivation and transformation of White culturally responsive professors

2017 ◽  
Vol 24 (1) ◽  
pp. 81-99
Author(s):  
China Jenkins ◽  
Mary Alfred
Keyword(s):  
Higher Education ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Moral Obligations ◽  
Primary Motivation ◽  
Moral Rightness ◽  
Transformational Experiences ◽  
White Professors

The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was the primary motivation for the participants, that culturally responsive teaching requires complex consideration in its implementation, and there are a variety of challenges that impact culturally responsive professors. Above all, the participants believed in the moral rightness of their work and felt obligated to teach in a culturally responsive manner.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

scholarly journals Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Natasha Ramsay-Jordan
Keyword(s):  
No Child Left Behind ◽  
Standardized Testing ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
High Stakes Testing ◽  
The United States ◽  
Responsive Teaching ◽  
Elementary And Secondary Education ◽  
K 12

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

scholarly journals Culturally Responsive Teaching: Its Application in Higher Education Environments

2020 ◽  
Vol 10 (5) ◽  
pp. 124
Author(s):  
Laveria Hutchison ◽  
Leah McAlister-Shields
Keyword(s):  
Higher Education ◽  
Culturally Responsive Teaching ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Pedagogical Practice ◽  
Responsive Teaching ◽  
Graduate Level ◽  
Educational Settings ◽  
Preservice Teaching ◽  
Higher Educational

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.

Intentionality in Blended Learning Design

2020 ◽  
pp. 204-231
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Mediated Learning ◽  
Responsive Teaching ◽  
Face To Face ◽  
Design For Learning

The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.

Culturally Restorative Instruction

2020 ◽  
pp. 229-258
Author(s):  
Mike D. Revell
Keyword(s):  
Academic Outcomes ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Rand Corporation ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction

Although the findings from a 2018 Rand Corporation study reported that restorative practices positively influenced classroom and school-wide socio-emotional attainments, it, however, had little impact upon advancing the academic outcomes of learners of color. The source of this regression emerges through the feedback reported from teachers interviewed. Their feedback revealed that a “lack of time” constrained the development of restorative practices in the classroom. This occurs as the time needed to develop the community through restorative practices was made to compete against the time needed to deliver core academic instruction. As such, the conditions that influence the student's learning are isolated from the conditions that influence the teacher's teaching. This dichotomy routes the routine of planning, preparing, organizing, and executing restorative practices as happing either “TO” or “FOR” rather than “WITH” the delivery of core academic instruction and “THROUGH” epistemological inclinations of culturally-responsive teaching practices.

Teacher Preparatory Programs and Culturally Responsive Teaching

2020 ◽  
pp. 649-665
Author(s):  
Nadira Raghunandan-Jack
Keyword(s):  
Higher Education ◽  
Student Teaching ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Higher Education Institutions ◽  
Responsive Teaching ◽  
Culturally Competent ◽  
Teaching Experiences ◽  
Teacher Preparatory Programs ◽  
Preparatory Programs

This text focuses on culturally responsive education programs within higher education institutions. The first section traces the historical roots of culturally responsive teaching and explores why it is a pivotal component necessary for pre-service students to comprehend. The next section emphasizes strategies that are currently used within the higher education sector to expose students to culturally competent practices in the classroom. Among the strategies that are discussed are community based immersion experiences, diversity and multi-cultural courses and student teaching experiences. The chapter then closes with a framework for recommendation and improvements for higher education institutions to implement to further refine and strengthen teacher preparatory programs.

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