Critical Practices for Teaching and Learning in Global Contexts

This chapter examines critical practices and agency of teachers as they wrestle with issues of diversity in the teaching and learning process. Using a framework of transcultural education and culturally responsive teaching it draws on research conducted in Southern Ontario, Canada and Central Florida, areas with large and growing diverse populations. We posit that schools are sites of social learning and cultural border crossing, where dominant discourses must be disrupted and the lived experiences of diverse students brought into the center of the teaching and learning process. Through the use of narratives and critical reflection teachers critically examined ways to develop agency and take action to create change. The findings highlighted in this chapter have significance for experienced and novice teachers, teacher educators and faculties of education and school leaders who are seeking to address issues of diversity and equity in critical ways.

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PENGEMBANGAN SEBUAH PENGAJARAN RESPONSIF BUDAYA (CRT) PADA KELAS DRAMA (SEBUAH KOLABORASI MAHASIWA DALAM PEMENTASAN DRAMA CERITA LOKAL)

Perspektif Ilmu Pendidikan ◽

10.21009/pip.352.8 ◽

2021 ◽

Vol 35 (2) ◽

pp. 160-166

Author(s):

Erny Selfina Nggala Hambandima

Keyword(s):

Qualitative Research ◽

Learning Process ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Research Subjects ◽

Local Content ◽

Group Members ◽

Data Result

DEVELOPING A CULTURALLY RESPONSIVE TEACHING (CRT) ON TEACHING DRAMA ( A COLLABORATION ON STUDENTS’ LOCAL STORY DRAMA PERFORM) ESNHAbstract: This study is meant to investigate how lecturer develop a culturally responsive teaching on drama class especially students’ collaborative of local story drama perform. The problem of this research is formulated as how does the lecturer develop CRT on teaching drama? The study was stimulated by the writer’s interest to examine the CRT on a collaboration of 5th semester students’ local story drama performance by understanding the local story through drama teaching whereas nowadays teaching also touch about the local content. The research subjects are 5th semester students from 3 different classes that the writer collaborate them in a collaboration team. The writer randomly collaborate the students by means of getting them to adapt, cooperate and create their own acting to be more fearless, creative in front of the stage. A qualitative research was conducted by observing the students’ activity and watching the video documenting students’ performance. From the data result the writer found that the drama class based CRT are the students learn within the context of different culture, students being the center in teaching and learning process, students adjusted the learning with the group members and the teacher being the mediator to succeed the students’ project. The conclusion is the students enrich their knowledge of historical story from different ethnics as well as they authentically know the differences local story among them. The suggestions are the educators should convey the local content in teaching and learning process in class based culturally responsive teaching. Keywords: Developing, Culturally Responsive Teaching (CRT), Teaching Drama, Collaboration

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Facilitators of Knowledge

Evidence-Based Approaches to Becoming a Culturally Responsive Educator - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8867-2.ch003 ◽

2019 ◽

pp. 58-80

Keyword(s):

Learning Process ◽

Knowledge Construction ◽

Culturally Responsive ◽

Teaching And Learning ◽

Teacher Educators ◽

Communal Experience

In this chapter, the author explicates the African approach of facilitating knowledge through eldering, where knowledge construction is a communal experience. Through this culturally responsive approach, students are encouraged to exchange ideas, perspectives, and insight to contribute to the knowledge pool. The author demonstrates how educators' beliefs about knowledge shapes their culturally responsive approach of facilitating knowledge in the context of the classroom and in the communities of their students in contrast to teachers who only delivered knowledge. The author makes the case that culturally responsive educators approach their role in the teaching and learning process as facilitators. The author ends with recommendations for both teachers and teacher educators. Amongst those recommendations are scholars of color who have been omitted from the list of educational theorists, whom the author presents as educational theorists.

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Green Thumb Educating

Evidence-Based Approaches to Becoming a Culturally Responsive Educator - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8867-2.ch004 ◽

2019 ◽

pp. 81-112

Keyword(s):

Learning Process ◽

Sense Of Belonging ◽

Culturally Responsive ◽

Teaching And Learning ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

High Expectations ◽

Linguistically Diverse Students ◽

Meaningful Relationships ◽

Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

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Culturally responsive teaching and learning strategies

Teaching Indigenous Students ◽

10.4324/9781003117728-5 ◽

2020 ◽

pp. 115-165

Author(s):

Thelma Perso ◽

Colleen Hayward

Keyword(s):

Learning Strategies ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Teaching And Learning Strategies

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Culturally responsive education under ESSA: A state-by-state snapshot

Phi Delta Kappan ◽

10.1177/0031721719879151 ◽

2019 ◽

Vol 101 (2) ◽

pp. 27-30 ◽

Cited By ~ 1

Author(s):

Isabela Schettino ◽

Katie Radvany ◽

Amy Stuart Wells

Keyword(s):

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Department Of Education ◽

Summer Institute ◽

Columbia University ◽

Responsive Teaching ◽

Racially Diverse ◽

Teachers College ◽

Culturally Responsive Education

A map created from data compiled by Isabela Schettino and Katie Radvany at the Reimagining Education: Teaching and Learning in Racially Diverse Schools Summer Institute (held at Teachers College, Columbia University, and directed by Amy Stuart Wells) shows which states have included references to culturally responsive teaching practices in the ESSA plans submitted to the Department of Education.

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An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406419875194 ◽

2019 ◽

Vol 43 (3) ◽

pp. 197-214

Author(s):

Rebecca A. Cruz ◽

Sarah Manchanda ◽

Allison R. Firestone ◽

Janelle E. Rodl

Keyword(s):

Culturally Responsive Teaching ◽

Self Efficacy ◽

Student Outcomes ◽

Culturally Responsive ◽

Teaching And Learning ◽

Cultural Knowledge ◽

Responsive Teaching ◽

Practicing Teachers ◽

Positive Effects ◽

Linguistic Backgrounds

Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.

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Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL

International Education Studies ◽

10.5539/ies.v14n3p51 ◽

2021 ◽

Vol 14 (3) ◽

pp. 51

Author(s):

Lifeas Kudakwashe Kapofu

Keyword(s):

High School ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Culturally Diverse ◽

Teacher Practices ◽

Responsive Teaching ◽

Learning Tool ◽

Negative Experiences ◽

Limited Knowledge

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers’ experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.

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Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

Sustainability ◽

10.3390/su132413922 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13922

Author(s):

Ming-Min Cheng ◽

Aurora V. Lacaste ◽

Cris Saranza ◽

Hsueh-Hua Chuang

Keyword(s):

Sustainable Development ◽

Preservice Teachers ◽

Cultural Values ◽

Learning Environments ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Visual Aids ◽

K 12

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

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Addressing Teachers´ Culturally Responsive Teaching Beliefs through Course Activities

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.74 ◽

2019 ◽

pp. 392-397

Author(s):

Shelby Morge

Keyword(s):

Culturally Responsive Teaching ◽

Classroom Practice ◽

Culturally Responsive ◽

Teacher Educators ◽

Teaching Beliefs ◽

Responsive Teaching ◽

Course Content ◽

Southeastern Us ◽

Culturally Relevant Practices ◽

Survey Results

Making data-based decisions about course content is a difficult process for teacher educators. This difficulty is amplified when considering complex issues focused on diversity. In order to understand and address pre- and in-service teachers’ culturally responsive teaching beliefs, the Culturally Responsive Teaching Outcome Expectancy Scale (Siwatu, 2007) was administered during graduate and undergraduate courses in mathematics education at two southeastern US universities. From the survey results instructors identified items with high and low means (on a 100 point scale). The lowest items provided a basis for constructing future course activities. In this paper we share the expectancy scale results and course activities that were implemented. We also discuss opportunities for improving the culturally relevant practices and activities in our courses in order to ensure the transferto classroom practice.

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