scholarly journals Discussing culturally relevant education and its connection to cultural aspects of mathematics through ethnomathematics

2020 ◽  
Vol 15 (1) ◽  
pp. 1-20
Author(s):  
Milton Rosa ◽  
Daniel Clark Orey
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Education ◽  
Cultural Aspects ◽  
Relevant Education

Nesse artigo, discutimos a Educação Culturalmente Relevante, as Escolas Culturalmente Relevantes, a Pedagogia Culturalmente Relevante e os aspectos culturais da Matemática. A base teórica comum desses campos de conhecimento está inter-relacionada no tocante ao desenvolvimento da Etnomatemática. Nesse contexto, os educadores respeitam os alunos provenientes de diversas culturas, propiciando esforços contínuos e genuínos para entender as suas perspectivas sociais e culturais, a fim de acolher experiências inovadoras de aprendizado e ações pedagógicas, abordando alunos com atitudes e posturas flexíveis em relação aos entendimentos interculturais. Portanto, é imperativo utilizar políticas e práticas que valorizem os educadores, os professores e os alunos com o objetivo de possibilitar a sua interação efetiva em um ambiente culturalmente diverso.

scholarly journals Principles of Culturally Relevant Education in an Ethnomathematical Perspective

2020 ◽  
Vol 17 ◽  
pp. e020001
Author(s):  
Milton Rosa ◽  
Daniel Clark Orey
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Mathematical Knowledge ◽  
Culturally Relevant ◽  
Mathematics Curriculum ◽  
Culturally Relevant Education ◽  
Political Learning ◽  
Staff Members ◽  
Prior Experiences ◽  
Relevant Pedagogy ◽  
Relevant Education

The implementation of culturally relevant education assists in the development of student intellectual, social, and political learning by using their cultural referents to develop mathematical knowledge. It uses prior experiences of students to make learning more relevant and effective in order to strengthen their connectedness with schooling. Culturally relevant schools contextualize teaching and instructional practices while maintaining academic rigor. In these schools, educators, teachers, school leaders, and staff members are able to recognize and build upon the strengths of the students by applying instructional strategies that are culturally relevant. Culturally relevant leadership is grounded in the conviction that students are able to excel in their academic endeavor. In this context, it is necessary to enable the implementation of culturally relevant pedagogy into the curricula, designed to fit together school culture with students’ background in order to help them to conceptualize knowledge. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make mathematical content more meaningful and relevant to students. Hence, the main objective of this article is to discuss the importance of principles of culturally relevant education in accordance to an ethnomathematics perspective.

scholarly journals Professional Development as a Process of Cultural Brokering: Positioning Coaches as Cultural Brokers

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Tasha R Wyatt ◽  
E. Brook Chapman de Sousa ◽  
Sarah C. Mendenhall
Keyword(s):  
Professional Development ◽  
Culturally Relevant ◽  
The Other ◽  
Diverse Students ◽  
Culturally Relevant Education ◽  
Cultural Brokers ◽  
Pedagogical Models ◽  
Cultural Brokering ◽  
Relevant Education

Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms and curricula. Framing coaches as “cultural brokers” may be a useful metaphor for others assisting teachers with navigating the tension that emerges in implementing culturally relevant education.

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