Conceptual and Theoretical Frameworks for CRT Pedagogy

2021 ◽  
pp. 544-564
Author(s):  
Michelle Kilburn ◽  
Monica Bixby Radu ◽  
Martha Henckell
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Student Success ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Responsive Teaching ◽  
Theoretical Frameworks ◽  
Inclusive Learning

Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.

Conceptual and Theoretical Frameworks for CRT Pedagogy

2019 ◽  
pp. 1-21
Author(s):  
Michelle Kilburn ◽  
Monica Bixby Radu ◽  
Martha Henckell
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Student Success ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Responsive Teaching ◽  
Theoretical Frameworks ◽  
Inclusive Learning

Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.

Moving beyond disproportionality: the role of culturally responsive teaching in special education

2011 ◽  
Vol 22 (4) ◽  
pp. 377-396 ◽  
Author(s):  
Monika Williams Shealey ◽  
Patricia Alvarez McHatton ◽  
Vixen Wilson
Keyword(s):  
Special Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching

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.

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.

Moving Toward Culturally Restorative Teaching Exchanges

2019 ◽  
Vol 10 (2) ◽  
pp. 53-69 ◽  
Author(s):  
Mike D Re'vell
Keyword(s):  
Best Practices ◽  
Students Of Color ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Instructional Time ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Sense Of Efficacy ◽  
Instructional Content

The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-used by teachers. This article explores the use of restorative practices as a mediator for improving teacher sense of efficacy or future facing self-evaluations of knowing what and how to use culturally responsive teaching practices.

Responsive Teaching in the Conditions of Intercultural Communication

2019 ◽  
pp. 324-343
Author(s):  
Marinela Rusu
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ecological Perspective ◽  
Responsive Teaching ◽  
Classroom Communication ◽  
Intercultural Competencies

The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.

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.

Teaching Through Culture

2021 ◽  
pp. 297-316
Author(s):  
Leah McAlister-Shields ◽  
Laveria Hutchison ◽  
Brandolyn E. Jones
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Knowledge Base ◽  
Real World ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ethnically Diverse ◽  
Responsive Teaching ◽  
Inclusive Curriculum

The concept of culturally responsive teaching is utilized here to expand the knowledge base of scholars, leaders, and practitioners in higher education settings who are committed to cultivating a learning environment where relevant and inclusive curriculum equals real-world opportunities for all students. Emerging from a pedagogical lens, this chapter will expound upon the implications for the application of culturally responsive teaching in ethnically diverse higher education classrooms.

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