Using Postmodernism to Effectively Teach in Diverse Settings

Teaching Practices ◽

Culturally Responsive ◽

Culturally Relevant ◽

Life Experiences ◽

Responsive Teaching ◽

Cultural Backgrounds ◽

Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

Culturally Responsive Teaching Practices

Urban Physical Education ◽

10.5040/9781718208926.ch-001 ◽

2012 ◽

Keyword(s):

Teaching Practices ◽

Culturally Responsive ◽

Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers - Advances in Higher Education and Professional Development ◽

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

10.4018/978-1-5225-1057-4.ch010 ◽

2017 ◽

pp. 172-189 ◽

Cited By ~ 1

Author(s):

Barbara A. Bradley ◽

Andrea M. Emerson

Keyword(s):

Preservice Teachers ◽

Study Abroad ◽

Culturally Responsive ◽

Future Research ◽

Responsive Teaching ◽

Cultural Backgrounds ◽

Field Placements ◽

Study Abroad Program ◽

Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

Advances in Early Childhood and K-12 Education - Designing Culturally Competent Programming for PK-20 Classrooms ◽

Sustaining Culturally Responsive Teaching Practices

10.4018/978-1-7998-3652-0.ch012 ◽

2021 ◽

pp. 218-239

Author(s):

Michael D. Revell

Keyword(s):

Teaching Practices ◽

Culturally Responsive ◽

Instructional Delivery ◽

Cultural Responsiveness ◽

Instructional Planning ◽

Responsive Teaching ◽

Restorative Practices ◽

Academic Instruction ◽

Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

Culturally Relevant Books: Culturally Responsive Teaching in Bilingual Classrooms

NABE Journal of Research and Practice ◽

10.1080/26390043.2014.12067778 ◽

2014 ◽

Vol 5 (1) ◽

pp. 173-196 ◽

Cited By ~ 2

Author(s):

Alma D. Rodríguez

Keyword(s):

Culturally Responsive ◽

Culturally Relevant ◽

Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices

Urban Education ◽

10.1177/0042085912456847 ◽

2012 ◽

Vol 48 (4) ◽

pp. 585-621 ◽

Cited By ~ 44

Author(s):

Angela Christine Griner ◽

Martha Lue Stewart

Keyword(s):

Achievement Gap ◽

Teaching Practices ◽

Culturally Responsive ◽

An exploratory study of culturally responsive teaching practices for students who are ELLs

10.32469/10355/14219 ◽

2011 ◽

Author(s):

Sushama Nagarkar

Keyword(s):

Exploratory Study ◽

Teaching Practices ◽

Culturally Responsive ◽

Greek Primary School Teachers’ Reported Practices Concerning the Implementation of Culturally Responsive Teaching: The Culturally Responsive Practices Questionnaire (CRPQ)

World Journal of Educational Research ◽

10.22158/wjer.v6n2p270 ◽

2019 ◽

Vol 6 (2) ◽

pp. 270

Author(s):

Effie Penderi ◽

Evdokia Kokouvinou

Keyword(s):

Primary School ◽

Culturally Responsive ◽

Responsive Teaching ◽

School Teachers ◽

Cultural Backgrounds ◽

Training Experience ◽

Northern Greece ◽

Primary School Teachers ◽

Capital Development

<p><em>The purpose of this study was to examine Greek primary school teachers’ reported practices regarding culturally responsive teaching. A questionnaire with 29 items was constructed, based on a number of relevant international research tools. Participants were 187 primary school teachers, in Northern Greece. Exploratory factor analysis revealed three psychometrically robust factors, Utilization of students’ cultural capital, Development of culturally responsive learning environments and Collaboration with parents and differentiated teaching. Items with the highest mean score seemed to focus on the promotion of trust and respect among students, while those with the lowest score regarded mainly the use of students’ diverse cultural heritage in the classroom. Relevant training, experience with students from diverse cultural backgrounds and urbanity were the background variables that seemed to have some relation to certain aspects of culturally responsive teaching reported practices. </em></p>

Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing

International Journal of Educational Reform ◽

10.1177/1056787919877142 ◽

2019 ◽

Vol 29 (1) ◽

pp. 3-24

Author(s):

Natasha Ramsay-Jordan

Keyword(s):

No Child Left Behind ◽

Standardized Testing ◽

Teaching Practices ◽

Culturally Responsive ◽

High Stakes Testing ◽

The United States ◽

Responsive Teaching ◽

Elementary And Secondary Education ◽

K 12

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

Culturally Responsive Teaching and Learning in Higher Education - Advances in Higher Education and Professional Development ◽

Culturally Responsive Teaching to Empower Indigenous Student Communities

10.4018/978-1-5225-9989-0.ch001 ◽

2020 ◽

pp. 1-30

Author(s):

Ingrid N. Pinto-López ◽

Cynthia M. Montaudon-Tomas ◽

Marisol Muñoz-Ortiz ◽

Ivonne M. Montaudon -Tomas

Keyword(s):

Personal Development ◽

Culturally Responsive ◽

Private University ◽

Responsive Teaching ◽

Cultural Backgrounds ◽

Indigenous Students ◽

Personal Experiences ◽

Community Growth ◽

The University

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.