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

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.

Diversity Beyond Disability

2020 ◽  
pp. 112-129
Author(s):  
York Williams
Keyword(s):  
Student Achievement ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Change Agents ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
Diverse Backgrounds ◽  
Effective Delivery ◽  
Tiered Interventions

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Using Postmodernism to Effectively Teach in Diverse Settings

2021 ◽  
pp. 239-253
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.

Using Postmodernism to Effectively Teach in Diverse Settings

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.

Rethinking the Elementary “Canon”: Ideas, Inspirations, and Innovations from Hip-Hop

2020 ◽  
Vol 107 (2) ◽  
pp. 58-65
Author(s):  
Adam J. Kruse ◽  
Donna J. Gallo
Keyword(s):  
Elementary School ◽  
Music Education ◽  
Culturally Responsive Teaching ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Music Educators ◽  
Elementary Music ◽  
Responsive Teaching ◽  
Critical Importance ◽  
Elementary Music Education

This article offers perspectives on disrupting the typical elementary school “canon” through providing considerations and pedagogical orientations for including hip-hop. Three issues of critical importance in elementary music education are addressed: decentering Whiteness in elementary music, understanding hip-hop in relation to culturally responsive teaching, and establishing new pathways for musical creativity through hip-hop. Engaging with hip-hop both as a genre and the product of a culture offers music educators opportunities to meaningfully reconsider their practices.

Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching

2017 ◽  
Vol 31 (2) ◽  
pp. 24-28 ◽  
Author(s):  
Jennifer S. Walter
Keyword(s):  
Music Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Student Centered ◽  
Multicultural Music Education ◽  
Global Perspectives ◽  
Equity And Access ◽  
Important Approach ◽  
History Of

In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a student-centered approach to learning, and to date, culturally responsive teaching has been gaining momentum in education and in music education. Simultaneously, there have been discussions in music education surrounding equity and access to music for all. These discussions have resulted in more urgency to include all students in general music through the completion of high school. Culturally responsive teaching, therefore, is poised to become an important approach to equity and access to music for all. What follows is a brief history of the movement and how culturally responsive teaching can become an integral part of all teachers’ approaches to music.

scholarly journals The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching

2016 ◽  
Vol 26 (2) ◽  
pp. 50-63 ◽  
Author(s):  
Constance L. McKoy ◽  
Rebecca B. MacLeod ◽  
Jennifer S. Walter ◽  
D. Brett Nolker
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cooperating Teachers ◽  
Music Educators ◽  
Responsive Teaching ◽  
Service Program ◽  
Teachers Perceptions ◽  
The Impact

Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to investigate the impact of an in-service program on cooperating teachers’ perceptions of culturally responsive teaching. At the conclusion of the workshop, participants rated familiarity and importance of culturally responsive teaching higher than they did prior to the workshop. Sixteen of the 18 participants indicated that the workshop had changed their understanding of culturally responsive teaching.

Diversity Beyond Disability

2021 ◽  
pp. 167-180
Author(s):  
York Williams
Keyword(s):  
Student Achievement ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Change Agents ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
Diverse Backgrounds ◽  
Effective Delivery ◽  
Tiered Interventions

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Applying Culturally Relevant Teaching to Workshops—The Checklist

EDIS ◽  
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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