Using Technology to Support Culturally Responsive Practices in Post-Secondary Settings

2022 ◽  
pp. 138-152
Author(s):  
Diantha B. Watts

Culturally responsive teaching (CRT) is a research-based method of instruction that centers students' racial, ethnic, linguistic, and cultural backgrounds in the curriculum and pedagogy to ensure equitable outcomes as well as promote critical consciousness related to social injustice. CRT is typically associated with P-12 educational settings; however, the principles and mindsets of culturally responsive education have been applied in post-secondary educational settings. The practices associated with CRT require intentional planning, preparation, and implementation. The abrupt shift to virtual and remote learning required quickly leveraging various technology tools to ensure CRT practices were incorporated into teaching and learning in order to create an equitable and culturally-responsive learning environment.

Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson

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.


Author(s):  
Ronald D. Morgan ◽  
Sonia Rodriguez ◽  
Sladjana Rakich

Schools are increasing the use of social emotional learning (SEL) curriculum, especially at the elementary level. As this trend continues, it's important to examine the SEL curriculum and the competencies that define it. While there are similar definitions for explaining what's involved in SEL, most educators agree that it's basically the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, in order to help them make more responsible decisions. In this chapter, the detailed elements of SEL will be reviewed first, followed by an overview of the basic tenets of culturally responsive teaching. Additional cultural needs that today's elementary, middle, and high school students face will also be addressed in this chapter. The last part of the chapter will discuss the importance of merging SEL and culturally responsive teaching in co-existence in order to develop a stronger curriculum for creating equitable outcomes for diverse groups of students.


2019 ◽  
Vol 101 (2) ◽  
pp. 27-30 ◽  
Author(s):  
Isabela Schettino ◽  
Katie Radvany ◽  
Amy Stuart Wells

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.


Author(s):  
Rebecca A. Cruz ◽  
Sarah Manchanda ◽  
Allison R. Firestone ◽  
Janelle E. Rodl

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.


2021 ◽  
Vol 14 (3) ◽  
pp. 51
Author(s):  
Lifeas Kudakwashe Kapofu

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.


2021 ◽  
Vol 35 (2) ◽  
pp. 160-166
Author(s):  
Erny Selfina Nggala Hambandima

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


2021 ◽  
Vol 13 (24) ◽  
pp. 13922
Author(s):  
Ming-Min Cheng ◽  
Aurora V. Lacaste ◽  
Cris Saranza ◽  
Hsueh-Hua Chuang

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.


2019 ◽  
Vol 6 (2) ◽  
pp. 270
Author(s):  
Effie Penderi ◽  
Evdokia Kokouvinou

<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>


2020 ◽  
Vol 10 (5) ◽  
pp. 124
Author(s):  
Laveria Hutchison ◽  
Leah McAlister-Shields

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.


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