scholarly journals A Corruption Course through a Culturally Relevant Pedagogy: The Need for an Assessment That Fits

2021 ◽  
Vol 11 (8) ◽  
pp. 412
Author(s):  
Khadija El Alaoui ◽  
Maura A. E. Pilotti
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Political Corruption ◽  
Structural Instability ◽  
Political Systems ◽  
Investigative Journalism ◽  
The Impact ◽  
Essay Test ◽  
Relevant Pedagogy

The present study examines the challenges and the rewards of assessing learning in a seminar on corruption which is taught in a country (Iraq) where political corruption is seen as the main source of structural instability and sectarian tensions. It specifically focuses on the role of culturally relevant pedagogy in defining the most suitable summative assessment. To this end, essay test questions were developed concerning the relevance of political corruption, the impact of investigative journalism, the role of humor in investigative journalism, and the appropriate remedies (besides journalism) to political corruption. In students’ responses, investigative journalism (with or without humor) was consistently reported to be a dangerous undertaking, but disagreement emerged on its effectiveness as one of the possible remedies for corruption. Dishonesty was seen as the universal cancer of political systems and thus difficult to extirpate, albeit some systems (e.g., Al-Muhasasa) were seen as tolerating it more than others. In our study, the qualitative examination of students’ responses served three objectives: (a) it offered evidence about the extent to which culturally relevant pedagogy was realized in the course; (b) it served to put forth a proposal on how students’ test responses can inform teaching and assessment in future offerings of the course; and more broadly, (c) it synopsized the views of a sample of college students who represent the population upon whom the country heavily relies for its economic and political recovery.

scholarly journals Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

2021 ◽  
Vol 44 (4) ◽  
pp. 1084-1115
Author(s):  
Jennifer Mitton ◽  
Anne Murray-Orr
Keyword(s):  
Nova Scotia ◽  
Risk Taking ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Pedagogical Practices ◽  
Academic Risk ◽  
Qualitative Research Study ◽  
Track Record ◽  
The Impact ◽  
Relevant Pedagogy

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi’kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.

scholarly journals Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

2021 ◽  
Author(s):  
◽  
Andrea Benge
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Teaching Strategies ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Impact ◽  
Inquiry Based Learning ◽  
Effective Teaching Strategies ◽  
The Impact ◽  
Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.  This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.  On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

scholarly journals Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

2021 ◽  
Author(s):  
◽  
Andrea Benge
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Teaching Strategies ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Impact ◽  
Inquiry Based Learning ◽  
Effective Teaching Strategies ◽  
The Impact ◽  
Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.  This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.  On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

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