#UrbanLivesMatter

2016 ◽  
pp. 462-485
Author(s):  
Nicole Webster ◽  
Heather Coffey ◽  
Anthony Ash
Keyword(s):  
Professional Development ◽  
Social Change ◽  
Multicultural Education ◽  
Critical Literacy ◽  
Social Action ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Urban Students ◽  
Political Movements ◽  
Responsive Teaching

In an era marked by major political and social change, teachers of urban students must be prepared to engage and appreciate an ever-changing demographic of learners who come from backgrounds different from their own. In this chapter, we discuss the need for professional development embedded in culturally responsive teaching, multicultural education, and critical literacy, all of which have the power to incite social action. We posit that social action has the potential to empower and engage urban learners in meaningful ways. We believe this work fills the gap that exists in the literature regarding urban education and social and political movements

#UrbanLivesMatter

2020 ◽  
pp. 782-805
Author(s):  
Nicole Webster ◽  
Heather Coffey ◽  
Anthony Ash
Keyword(s):  
Professional Development ◽  
Social Change ◽  
Multicultural Education ◽  
Critical Literacy ◽  
Social Action ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Urban Students ◽  
Political Movements ◽  
Responsive Teaching

In an era marked by major political and social change, teachers of urban students must be prepared to engage and appreciate an ever-changing demographic of learners who come from backgrounds different from their own. In this chapter, we discuss the need for professional development embedded in culturally responsive teaching, multicultural education, and critical literacy, all of which have the power to incite social action. We posit that social action has the potential to empower and engage urban learners in meaningful ways. We believe this work fills the gap that exists in the literature regarding urban education and social and political movements

Culturally Responsive Teaching with Adult Learners

2021 ◽  
pp. 1459-1468
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Adult Educators ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Teaching with Adult Learners

2018 ◽  
Vol 9 (4) ◽  
pp. 33-41 ◽  
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

scholarly journals Does digital curricula matter? An examination of online versus traditional multicultural education course delivery

2017 ◽  
Vol 3 (1) ◽  
pp. 207-221 ◽  
Author(s):  
Jemimah Lea Young
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Course Delivery ◽  
Outcome Expectancy ◽  
Responsive Teaching ◽  
Pre Service Teacher Education ◽  
Moderate Effect ◽  
Pre Service Teacher

Digital curricula and online learning materials are necessary to reach the next generation of teachers. The purpose of this study was to examine the effects of an online introductory multicultural education course on the culturally responsive teaching self-efficacy (CRTSE) and culturally responsive teaching outcome expectancy (CRTOE) of pre-service teachers. The results suggest that online multicultural education has a moderate effect on pre-service teacher CRTSE and CRTOE. Implications are provided for pre-service teacher education and further research.

From seeing to believing: using instructional video to develop culturally responsive teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Jordan P. Fullam
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Instructional Video ◽  
Responsive Teaching ◽  
Content Type ◽  
Excellent Teaching

Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

scholarly journals Review of the Classroom Implications Discussed in Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups Edited by Inmaculada García-Sánchez & Marjorie Faulstich Orellana

2021 ◽  
Vol 4 (6) ◽  
pp. 12-19
Author(s):  
Amirreza Karami
Keyword(s):  
Multicultural Education ◽  
Teaching Methods ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Responsive Teaching ◽  
Sources Of Knowledge ◽  
Multicultural Classrooms ◽  
Different Sources

This review provides a summary of the classroom implications discussed in Language and Cultural Practices in Communities and Schools: Bridging for Students from Non-Dominant Groups edited by Inmaculada García-Sánchez and Marjorie Faulstich Orellana (2019). Although there are thirteen chapters in this book written by different scholars, they are related to each other and provide teachers with some research-based guidelines on how to integrate different sources of knowledge—such as students’ funds of knowledge—into their instructions in multicultural classrooms. The review of the classroom implications discussed in this book highlights the important role of the teacher once more in providing minority students with the equitable education that they deserve. Therefore, teachers need to be familiarized with culturally responsive teaching approaches in general and, in particular, with different teaching methods and strategies of multicultural education. This will allow teachers to prepare their students to live successfully and peacefully in non-native cultural settings and societies.

Professional Development for Teachers of English Learners (ELs)

2019 ◽  
pp. 41-62
Author(s):  
Christina T. Kozlowski
Keyword(s):  
Professional Development ◽  
Second Language Acquisition ◽  
English Learners ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Role Theory ◽  
Pedagogical Practices ◽  
Responsive Teaching ◽  
Teacher Capacity ◽  
Teachers Of English Learners

This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.

scholarly journals Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?

2019 ◽  
Vol 3 (2) ◽  
pp. 37-54 ◽  
Author(s):  
Artem Ingmar Benediktsson ◽  
Anna Katarzyna Wozniczka ◽  
Anh Dao Katrín Tran ◽  
Hanna Ragnarsdóttir
Keyword(s):  
Higher Education ◽  
Multicultural Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Teaching Method ◽  
Well Being ◽  
University Education ◽  
Responsive Teaching ◽  
Positive Effects

The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.

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