scholarly journals Implementing Culturally Relevant Teaching in the Classroom

2021 ◽  
Vol 10 (04) ◽  
pp. 338-363
Author(s):  
Awilda Hernandez ◽  
Kathryn Burrows
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Teaching

Backpack of Whiteness: Releasing the Weight to Free Myself and My Students

2019 ◽  
Vol 55 (6) ◽  
pp. 937-962
Author(s):  
Shashray McCormack
Keyword(s):  
Culturally Relevant ◽  
Social Systems ◽  
Culturally Relevant Teaching ◽  
Internalized Racism ◽  
Black Teacher ◽  
Self Worth

This essay decenters whiteness and centers who I am as a Black teacher weighed down by boulders representing the dominance of whiteness and internalized racism as well as the institutional and social systems within which I dwell. Slowly, I release them through partnerships, “remembered” histories, “re-righted” curriculum, and confidence in self-worth. While I write about degradation, marginalization, disrespect, and omission of my Blackness in relationships with universities, I also write about supportive partnerships with Professional Dyads of Culturally Relevant Teaching (PDCRT) Colleagues of Color, administrators, and students emphasizing that, at the end of the day, the partner I must hold onto first is me.

Enabling Culturally Relevant Teaching

2012 ◽  
Vol 76 (2) ◽  
pp. 274-275
Author(s):  
Shellie Hipsky
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Teaching

A Journey with a Refugee Family: Raising Culturally Relevant Teaching Awareness

2014 ◽  
Vol 2014 (140) ◽  
pp. 51-67 ◽  
Author(s):  
Freyca Calderon Berumen ◽  
Cecilia Silva
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Teaching

scholarly journals Neutralizing the Uncanny through Culturally Relevant Teaching

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Roberto Ollivier-Garza
Keyword(s):  
Culturally Responsive ◽  
Social Cognitive ◽  
Culturally Relevant ◽  
Culturally Relevant Teaching ◽  
Responsive Teaching ◽  
Marcus Aurelius ◽  
The Uncanny ◽  
Culturally Relevant Instruction ◽  
Objective Being ◽  
The Universe

At the height of the Roman Empire’s power, Marcus Aurelius, emperor and stoic philosopher, identified his positionality as neither Athenian nor Roman but rather as “a citizen of the universe.” For a man of his time, power and privilege to have been able to think beyond himself, in terms of the global rather than the local, suggests that he had benefited immensely from the guidance and wisdom of teachers, who through culturally relevant instruction imparted an awareness and holistic appreciation of the value of all of humankind. As one observes the multitude of current global conflicts, one questions why humanity has not been able to move beyond petty grievances to achieve the equitable global harmony and citizenship that Aurelius aspired to so long ago. Motivated by the purpose of improving academic, economic, and social equity, this exploratory essay examines historic and current North American pedagogical theories of culturally responsive teaching practices with the juxtapositional purpose of examining and evaluating the best method for minimizing Drs. Ernst Jentsch and Sigmund Freud’s theories on the uncanny and the uncanny valley-effect phenomena-the objective being the discovery of improved teaching praxis to minimize educational and social cognitive dissonance in refugee, immigrant, minority, and socioeconomically subordinate students both domestically and internationally.

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