Literature and Democracy in a Survey of Indigenous, Chilean, and U.S. Writers

2020 ◽  
pp. 31-52
Author(s):  
Zanice Bond
Keyword(s):  
Social Justice ◽  
Prior Knowledge ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Written Word

At its core, the chapter has examined how artists expand the understanding of revolutionary as they became revolutionaries through their craft, thus implementing a non-violent approach to change through performance as well as the spoken and written word. Chilean and U.S.-based artists have been discussed, and their interactions, when applicable, have been highlighted to show the support of allies and importance of solidarity across borders. It also examines how culturally responsive teaching may help students to build upon their prior knowledge and connect with unfamiliar writers as well as new and translated texts that promote social justice.

The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

2021 ◽  
pp. 830-851
Author(s):  
Kasım Karataş ◽  
Tuncay Ardıç
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Institution ◽  
Teacher Education Programs ◽  
Responsive Teaching ◽  
Teaching Competencies ◽  
Roles And Responsibilities ◽  
The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

Exploring Technology Through Issues of Social Justice

2017 ◽  
pp. 137-158
Author(s):  
Courtney K. Clausen
Keyword(s):  
Social Justice ◽  
Computer Science ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Research Question ◽  
Responsive Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Current Events ◽  
Relevant Pedagogy

This action research project focuses on student-centered learning through the application of cultural relevant pedagogy and culturally responsive teaching in a high school summer enrichment computer science course. The research question guiding this project was: How does the integration of cultural competencies and culturally responsive teaching impact student learning in the secondary classroom? The content of the course focused on students learning about computer applications, research using digital resources retrieved from the Internet, and digital literacy as outlined by the International Society for Technology in Education Standards Students. This chapter examines pedagogy and practice highlighting the integration of culturally relevant pedagogy and cultural relevant teaching into a computer science course focused on current events and issues of social justice.

What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

2021 ◽  
pp. 001312452110275
Author(s):  
Mina Min ◽  
Hongseok Lee ◽  
Carrie Hodge ◽  
Natalie Croxton
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Comparative Method ◽  
Change Agents ◽  
Structured Interview ◽  
Influential Factors ◽  
Theory Approach ◽  
Responsive Teaching ◽  
Constant Comparative Method

Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. This study is guided by a grounded theory approach. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method. Four themes emerged from each of the research questions. Theoretical and practical implications are discussed to better support in- and pre-service teachers’ growth toward becoming social justice-oriented change agents with CRT practices.

scholarly journals Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Kevin Grady Murry ◽  
Melissa Holmes ◽  
Shabina Kavimandan
Keyword(s):  
Prior Knowledge ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Phenomenological Research ◽  
Cultural Responsiveness ◽  
Social Constructivist ◽  
Responsive Teaching ◽  
Teacher Readiness

Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from variant races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers

The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

2019 ◽  
pp. 311-332
Author(s):  
Kasım Karataş ◽  
Tuncay Ardıç
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Institution ◽  
Teacher Education Programs ◽  
Responsive Teaching ◽  
Teaching Competencies ◽  
Roles And Responsibilities ◽  
The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

Exploring Technology Through Issues of Social Justice

2018 ◽  
pp. 1295-1316
Author(s):  
Courtney K. Clausen
Keyword(s):  
Social Justice ◽  
Computer Science ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Research Question ◽  
Responsive Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Current Events ◽  
Relevant Pedagogy

This action research project focuses on student-centered learning through the application of cultural relevant pedagogy and culturally responsive teaching in a high school summer enrichment computer science course. The research question guiding this project was: How does the integration of cultural competencies and culturally responsive teaching impact student learning in the secondary classroom? The content of the course focused on students learning about computer applications, research using digital resources retrieved from the Internet, and digital literacy as outlined by the International Society for Technology in Education Standards Students. This chapter examines pedagogy and practice highlighting the integration of culturally relevant pedagogy and cultural relevant teaching into a computer science course focused on current events and issues of social justice.

Sign in / Sign up

Export Citation Format

Share Document