Culturally Relevant and Sustaining Teaching and Learning in Remote Contexts

2021 ◽  
pp. 61-72
Author(s):  
Sean Ruday ◽  
Jennifer Cassidy
Keyword(s):  
Teaching And Learning ◽  
Culturally Relevant

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

scholarly journals (Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem

2019 ◽  
Vol 43 (1) ◽  
pp. 197-226 ◽  
Author(s):  
Rebecca Colina Neri ◽  
Maritza Lozano ◽  
Louis M. Gomez
Keyword(s):  
Teaching And Learning ◽  
Culturally Relevant ◽  
Opportunity To Learn ◽  
Warning Signal ◽  
Learning Problem ◽  
Problem Space ◽  
Culturally Relevant Education ◽  
Teacher Resistance ◽  
Contextual Variation ◽  
State Of Affairs

Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.

scholarly journals Race, Ethnicity, and Culturally Relevant Pedagogy

2019 ◽  
pp. 601-623
Author(s):  
Constance L. McKoy
Keyword(s):  
Teacher Education ◽  
Culturally Relevant Pedagogy ◽  
Race And Ethnicity ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Music Teacher ◽  
Responsive Teaching ◽  
Music Teacher Education ◽  
Relevant Pedagogy

This chapter outlines how principles associated with culturally relevant pedagogy may be used in music teacher education to help preservice music teachers better understand how perceptions of race and ethnicity mediate teaching and learning in music. Specific attention is given to race and ethnicity as they relate to (a) facets of cultural identity, (b) the origins of culturally relevant pedagogy in US public education, and (c) the significance of culturally relevant pedagogy in music teacher education. The latter portion of the chapter provides examples of instructional strategies designed to develop a disposition toward culturally responsive teaching among preservice music educators. The chapter concludes with a discussion of the challenges that must be considered when viewing music teacher education through a cultural lens.

Resource Pedagogies and the Evolution of Culturally Relevant, Responsive, and Sustaining Education

2021 ◽  
Author(s):  
Alexandra J. Reyes ◽  
Taylor A. Norman
Keyword(s):  
Civil Rights ◽  
Multicultural Education ◽  
Civil Rights Movement ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Marginalized Communities ◽  
White Middle Class ◽  
Teacher Professional ◽  
The Rich

Since the latter half of the 20th century, resource pedagogies have been encouraged in U.S. teacher education programs and promoted through in-service teacher professional development sessions. Resource pedagogies resist deficit perspectives by taking an asset-based perspective of cultural and linguistic difference. Asset-based perspectives differ from traditional, deficit-oriented schooling practice by viewing the rich cultural, linguistic, and literacy practices and knowledges of students from communities that have been historically marginalized by White middle-class normed policies as valuable assets. Major resource pedagogies have evolved since their emergence in response to the U.S. Civil Rights Movement. Specifically, educational researchers and practitioners have advanced multicultural education, culturally relevant pedagogy, culturally responsive teaching, and culturally sustaining pedagogies to address educational inequities and narrow the opportunity gap between students from dominant communities and those that have been historically marginalized. Although numerous researchers and classroom practitioners have demonstrated the power of these asset-based pedagogies to improve student engagement and academic achievement for students from historically marginalized communities, they are still not widely incorporated in practice. Controversies around the conceptualization, conflation, and implementation of the various asset-based approaches to teaching and learning push educational researchers and practitioners to continue to refine and transform education.

Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks

2019 ◽  
pp. 316-332
Author(s):  
Isela Almaguer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mexican American ◽  
Teaching And Learning ◽  
English Language ◽  
Culturally Relevant ◽  
Language And Literacy ◽  
Hawaiian Culture ◽  
Linguistic Proficiency ◽  
Authentic Language

There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging pedagogy that actively involves them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further support them as global scholars. As such, parallels exist in literacy development across diverse people and cultures, specifically the Mexican American culture and the Native Hawaiian culture.

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

scholarly journals Culturally inclusive pedagogies of care: A narrative inquiry

2019 ◽  
Vol 10 (2) ◽  
pp. 87-99
Author(s):  
Lata Rana ◽  
Yvonne Culbreath
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Narrative Inquiry ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Ways Of Knowing ◽  
Cultural Knowledge ◽  
Narrative Methodology ◽  
Equitable Outcomes ◽  
Diverse Cultures

Abstract This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. Authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.

scholarly journals Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies

2021 ◽  
Vol 14 (1) ◽  
pp. 249-263
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton
Keyword(s):  
Critical Literacy ◽  
Culturally Relevant Pedagogy ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Literacy Practices ◽  
Learning Activities ◽  
Eastern Canada ◽  
Middle Years ◽  
Relevant Pedagogy

Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.

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