Culturally responsive pedagogical practices

This article focuses on the nature of caring in the university graduate classroom. Its purpose is to show how the ethic of care can be visible and should affect what occurs in administrative preparation programs. The article begins with a review of the literature. The second part of the article describes pedagogical practices utilized in pursuit of a caring community through a culturally responsive framework encompassing an “inclusive classroom culture,” “student funds of knowledge,” and “instructional conversations,” all aimed at helping students perform beyond their current capacity while accommodating community and cultural norms. The third section presents a factually based case study that raises key issues around the cultural encounter between a professor and a bilingual/bicultural graduate education class.

Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms

Multicultural Learning and Teaching ◽

10.1515/mlt-2016-0023 ◽

2017 ◽

Vol 14 (1) ◽

Author(s):

Patrick Wachira ◽

Jane Mburu

Keyword(s):

Mathematics Teaching ◽

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

Pedagogical Practices ◽

Teacher Education Programs ◽

Learning Needs ◽

Diverse Students ◽

Diverse Classrooms ◽

Responsive Pedagogy ◽

Linguistic Backgrounds

AbstractAs the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.

Pragmatism and Dialectics in a Mixed Methods Study with Visual Netnography, Interviews, Participant-generated Data and Survey

10.31124/advance.14813982.v1 ◽

2021 ◽

Author(s):

Patricia Ong ◽

Claire McLachlan ◽

Olivera Kamenarac

Keyword(s):

Communities Of Practice ◽

Culturally Responsive ◽

Mixed Methods Study ◽

Pedagogical Practices ◽

Data Sets ◽

Collaborative Partnerships ◽

Pedagogical Approach ◽

Multiple Viewpoints ◽

Meaningful Engagement ◽

Everyday Realities

A dialectic pragmatist stance provides ways of meaningful engagement with differences encountered in the context of study, in terms of cultural, ethnic, linguistic and other forms of diversity. The issues and challenges in the delivery of a multi-faceted and multi-dimensional curriculum as well possible solutions and enablers were also reviewed. The consolidated findings from the study reveal that teachers often use a hybrid pedagogical approach, blending both local and international practices and values in the delivery of the enacted curriculum. The potential and possibilities of culturally responsive, place-conscious pedagogical practices, rethinking the roles of teacher and learner, as well as the need for collaborative partnerships and relationships within communities of practice so as to enable the delivery of a future-oriented curriculum that address issues of equity, sustainability and social justice is reviewed and affirmed. The pragmatist research paradigm engages everyday realities and allow practical methods to elucidate issues from multiple viewpoints and contexts. A dialectical stance comprising of a constructive- interpretivist worldview facilitated the analysis of findings across the data sets.

Story Cubing Strategies

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch040 ◽

2021 ◽

pp. 735-750

Author(s):

Michelle L. Amodei ◽

Laura J. Strong

Keyword(s):

Language Learners ◽

Culturally Responsive ◽

Dual Language ◽

Developmentally Appropriate ◽

Educational Expectations ◽

The United States ◽

Pedagogical Practices ◽

Dual Language Learners ◽

Appropriate Practices ◽

Listening And Speaking

Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.

Professional Development for Teachers of English Learners (ELs)

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9348-5.ch003 ◽

2019 ◽

pp. 41-62

Author(s):

Christina T. Kozlowski

Keyword(s):

Professional Development ◽

Second Language Acquisition ◽

English Learners ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Role Theory ◽

Pedagogical Practices ◽

Responsive Teaching ◽

Teacher Capacity ◽

Teachers Of English Learners

This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.

Disrupting Dysconsciousness: Confronting Anti-Blackness in Educational Leadership Preparation Programs

Journal of School Leadership ◽

10.1177/1052684621993047 ◽

2021 ◽

Vol 31 (1-2) ◽

pp. 66-84

Author(s):

Shannon R. Waite

Keyword(s):

Educational Leadership ◽

School Leadership ◽

Culturally Responsive ◽

Leadership Preparation ◽

Pedagogical Practices ◽

Preparation Programs ◽

Secondary Schooling ◽

Post Secondary ◽

Educational Leadership Preparation Programs ◽

Educational Leadership Preparation

This article examines liberatory pedagogical practices utilized in graduate level courses offered within an educational leadership preparation program (ELPP). The research explores how these tools support the development of culturally responsive school leadership and actively anti-racist leaders in a program purporting to develop social justice-oriented school leaders. The author analyzes data collected from student course evaluations (SCEs) and assignments in courses taught across two years. Findings indicate that students perceived the liberatory pedagogical practices employed within the course to be vital in pushing them towards disrupting the pathologies of racism and anti-Blackness cultivated during their primary through post-secondary schooling experiences. The findings also indicated that students responded positively to the use of liberatory pedagogical practices and frameworks that centered race and explicitly used race language.

African American Students in the Community College Classroom with White Teachers

Journal of Underrepresented & Minority Progress ◽

10.32674/jump.v1i1.37 ◽

2017 ◽

Vol 1 (1) ◽

pp. 66-79

Author(s):

Denise Erskine-Meusa

Keyword(s):

Community College ◽

African American ◽

African American Students ◽

Culturally Responsive ◽

White Teachers ◽

The United States ◽

Pedagogical Practices ◽

African American Student ◽

American Student ◽

American Students

The purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students’ view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom.

Pragmatism and Dialectics in a Mixed Methods Study with Visual Netnography, Interviews, Participant-generated Data and Survey

10.31124/advance.14813982 ◽

2021 ◽

Author(s):

Patricia Ong ◽

Claire McLachlan ◽

Olivera Kamenarac

Keyword(s):

Communities Of Practice ◽

Culturally Responsive ◽

Mixed Methods Study ◽

Pedagogical Practices ◽

Data Sets ◽

Collaborative Partnerships ◽

Pedagogical Approach ◽

Multiple Viewpoints ◽

Meaningful Engagement ◽

Everyday Realities

A dialectic pragmatist stance provides ways of meaningful engagement with differences encountered in the context of study, in terms of cultural, ethnic, linguistic and other forms of diversity. The issues and challenges in the delivery of a multi-faceted and multi-dimensional curriculum as well possible solutions and enablers were also reviewed. The consolidated findings from the study reveal that teachers often use a hybrid pedagogical approach, blending both local and international practices and values in the delivery of the enacted curriculum. The potential and possibilities of culturally responsive, place-conscious pedagogical practices, rethinking the roles of teacher and learner, as well as the need for collaborative partnerships and relationships within communities of practice so as to enable the delivery of a future-oriented curriculum that address issues of equity, sustainability and social justice is reviewed and affirmed. The pragmatist research paradigm engages everyday realities and allow practical methods to elucidate issues from multiple viewpoints and contexts. A dialectical stance comprising of a constructive- interpretivist worldview facilitated the analysis of findings across the data sets.

Professional Development for Teachers of English Learners (ELs)

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch054 ◽

2021 ◽

pp. 1019-1040

Author(s):

Christina T. Kozlowski

Keyword(s):

Professional Development ◽

Second Language Acquisition ◽

English Learners ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Role Theory ◽

Pedagogical Practices ◽

Responsive Teaching ◽

Teacher Capacity ◽

Teachers Of English Learners

This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.

Pedagogical Challenges During COVID

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-7222-1.ch005 ◽

2021 ◽

pp. 86-108

Author(s):

Ellen B. Meier ◽

Caron Mineo

Keyword(s):

Social Justice ◽

Online Teaching ◽

Culturally Responsive ◽

Systems Change ◽

Educational Theory ◽

Pedagogical Practices ◽

Pedagogical Change ◽

Instructional Innovation ◽

Use Of Technology ◽

Key Aspects

Educators could not have predicted the degree of disruption that COVID-19 could cause until schools closed and forced teachers to move to online teaching. This chapter describes the use of a research-based model, Innovating Instruction, to support teachers in their transition to remote learning. Grounded in a concern for greater equity and social justice for all students, the model prepares teachers to design inquiry-based, culturally relevant projects. The development of the model is based on a critique that technology has largely failed to impact pedagogical change because of a limited sense of the scope of the change needed. Instructional Innovation brings together key aspects of a systems change effort, thus contributing to an emerging educational theory for the catalytic use of technology to promote pedagogical practices that are culturally responsive, rigorous, and engaging.