The Journey of a Culturally Responsive Teacher Educator

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Kevin Cataldo
Keyword(s):  
Elementary Teacher ◽  
Culturally Responsive ◽  
Teacher Educator ◽  
Education For All

This interview explores what it means to be a culturally responsive teacher educator in today's world and why it is crucial to advocate for a culturally responsive and sustaining education for all students. It shares how one exceptional individual became a culturally responsive elementary teacher, and how she has become a culturally responsive teacher educator and educational consultant.

Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

2020 ◽  
pp. 891-905
Author(s):  
Tiece Ruffin
Keyword(s):  
African American ◽  
21St Century ◽  
Culturally Responsive ◽  
Student Perception ◽  
Teacher Educator ◽  
Teacher Resistance ◽  
Predominately White ◽  
21St Century Classroom ◽  
White Institution ◽  
American Teacher

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

Sociocultural Factors and the Global Goals of Education for All

2020 ◽  
Author(s):  
Eric A. Hurley
Keyword(s):  
Culturally Responsive ◽  
Basic Education ◽  
Universal Access ◽  
Good News ◽  
Sociocultural Factors ◽  
Education For All ◽  
Educational Systems ◽  
The World ◽  
Worthy Goal ◽  
Social And Cultural Factors

All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues.

scholarly journals 17. Thinking Outside Discipline Boundaries to Integrate Indian Education for All Across the Curriculum

2013 ◽  
Vol 6 ◽  
pp. 93 ◽  
Author(s):  
Jioanna Carjuzaa ◽  
Holly Hunts
Keyword(s):  
United States ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Western United States ◽  
Indian Education ◽  
Education For All ◽  
Reform Effort ◽  
Land Grant University ◽  
New Information ◽  
Indian Education For All

The Montana Indian Education for All (IEFA) Act is an unprecedented reform effort 40 years in the making. In this paper we summarize the IEFA professional development opportunities provided to faculty at a land grant university in the western United States while highlighting a faculty member’s personal efforts to integrate IEFA in a culturally responsive manner.  We explain how, instead of limiting the transmission of ideas, expanding discipline boundaries has opened a flood-gate to new information and other ‘ways of knowing’ for the faculty member and her students. 

Black skin, White theorists: Remembering hidden Black early childhood scholars

2020 ◽  
pp. 146394912095810
Author(s):  
Anthony Broughton
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Culturally Responsive ◽  
Teacher Educator ◽  
Ways Of Knowing ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Black Skin ◽  
Black Intellectual ◽  
Multicultural Perspectives

As US schools become increasingly diverse, the population of teachers who serve them remains predominantly homogeneous. Teacher preparation programs must prepare pre-service teachers to draw from multicultural perspectives or multiple ways of knowing if they truly intend to cultivate effective culturally responsive educators. This article presents a clarion call for the remembering of hidden Black intellectual thoughts on early childhood, while reconceptualizing and expanding conceptions of foundational educational theorists in the field. The findings demonstrate that both the teacher educator and students developed and enhanced their cultural competence and critical consciousness.

Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

2016 ◽  
pp. 269-283
Author(s):  
Tiece Ruffin
Keyword(s):  
African American ◽  
21St Century ◽  
Culturally Responsive ◽  
Student Perception ◽  
Teacher Educator ◽  
Teacher Resistance ◽  
Predominately White ◽  
21St Century Classroom ◽  
White Institution ◽  
American Teacher

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

The Culturally Responsive Teacher Educator

2014 ◽  
Vol 49 (4) ◽  
pp. 265-283 ◽  
Author(s):  
Conra D. Gist
Keyword(s):  
Culturally Responsive ◽  
Teacher Educator
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