Making Literacy Culturally Relevant

2021 ◽  
pp. 21-34
Author(s):  
Elizabeth Morphis ◽  
Ting Yuan
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Early Literacy ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Balanced Literacy ◽  
Early Childhood Literacy ◽  
Relevant Pedagogy

In this reflective chapter on culturally relevant teacher preparation, the authors begin by discussing early childhood literacy and how it has traditionally been conceptualized. They offer an overview of a balanced literacy model, including its history, structured development, and critiques. They then consider culturally relevant pedagogy as foundation to reconceptualizing early literacy and teacher preparation. To bring such reconceptualization to life, they share their work with early childhood pre-service teachers, aiming to reconceptualize early literacy. They conclude the chapter with suggestions for moving beyond balanced literacy in culturally relevant ways.

Culturally Relevant Pedagogy in the English Curriculum

2021 ◽  
pp. 002205742199185
Author(s):  
Kelley Capper
Keyword(s):  
Teacher Preparation ◽  
Student Engagement ◽  
Learning Styles ◽  
Students Of Color ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
English Curriculum ◽  
Relevant Pedagogy

As educators, whether in urban or suburban schools, we must tailor our curriculum to who is in our classrooms. Individualizing curriculum has always been taught in teacher preparation programs, but now instead of just individualizing curriculum based on learning styles, we must base it on who our students are racially and culturally as well. This research investigates student engagement within a culturally relevant English curriculum, specifically in a classroom that uses culturally relevant materials to reach to a higher level of student engagement with students of color.

scholarly journals Principles of Culturally Relevant Education in an Ethnomathematical Perspective

2020 ◽  
Vol 17 ◽  
pp. e020001
Author(s):  
Milton Rosa ◽  
Daniel Clark Orey
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Mathematical Knowledge ◽  
Culturally Relevant ◽  
Mathematics Curriculum ◽  
Culturally Relevant Education ◽  
Political Learning ◽  
Staff Members ◽  
Prior Experiences ◽  
Relevant Pedagogy ◽  
Relevant Education

The implementation of culturally relevant education assists in the development of student intellectual, social, and political learning by using their cultural referents to develop mathematical knowledge. It uses prior experiences of students to make learning more relevant and effective in order to strengthen their connectedness with schooling. Culturally relevant schools contextualize teaching and instructional practices while maintaining academic rigor. In these schools, educators, teachers, school leaders, and staff members are able to recognize and build upon the strengths of the students by applying instructional strategies that are culturally relevant. Culturally relevant leadership is grounded in the conviction that students are able to excel in their academic endeavor. In this context, it is necessary to enable the implementation of culturally relevant pedagogy into the curricula, designed to fit together school culture with students’ background in order to help them to conceptualize knowledge. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make mathematical content more meaningful and relevant to students. Hence, the main objective of this article is to discuss the importance of principles of culturally relevant education in accordance to an ethnomathematics perspective.

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