scholarly journals Innovation as a Consideration for Being a Social Justice Decolonization Construct Within Culturally Responsive Teaching & Learning

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Yvonne Thevenot
Keyword(s):  
Social Justice ◽  
Students Of Color ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Black People ◽  
Educational Aspirations ◽  
Board Of Education ◽  
Responsive Teaching ◽  
Innovative Teaching ◽  
Teaching Learning

This paper explores the context of innovation as a social justice decolonization construct used to initiate the education advancement process for Black people. Further, this paper explores how Black people innovated ideologies, legal and social processes, and movements in order to cause upheaval to the societal status quo that denied them education opportunities. The timeline I chose for this focus is pre-Brown vs. Board of Education, as I maintain that the efforts made by Black people to advance their cause for education in the pre-Brown vs. Board of Education era helped to generate forward progress toward the systematic dismantling and decolonization of overt segregationist efforts in education spaces. For centuries, the use of and intention of innovation has been used as a construct to alter the present realities, within a particular time and space, and is usually connected with the technological, scientific, and engineering processes intended to modify or improve products and services.  This paper, however, will explore how the efforts to change, alter and disrupt the systemic and societal processes that denied Black people education opportunities were also innovative  - in thought, in the form of a long-term vision, and in action - with the intended result of furthering the educational aspirations of themselves and for themselves.  Still, further, I argue for the importance of (re)positioning their efforts to change, alter, and initiate the upheaval of systems that were established to oppress them as ones that are innovative and that such efforts be regarded as those that are aligned with social justice decolonization.   Further, this paper will describe a contemporary context where innovative teaching and learning practices occur, and analyze how such practices serve as a link to social justice and a visible effort to decolonize learning spaces and create forward academic momentum for students of color.

The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

2021 ◽  
pp. 830-851
Author(s):  
Kasım Karataş ◽  
Tuncay Ardıç
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social Institution ◽  
Teacher Education Programs ◽  
Responsive Teaching ◽  
Teaching Competencies ◽  
Roles And Responsibilities ◽  
The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

Culturally responsive education under ESSA: A state-by-state snapshot

2019 ◽  
Vol 101 (2) ◽  
pp. 27-30 ◽  
Author(s):  
Isabela Schettino ◽  
Katie Radvany ◽  
Amy Stuart Wells
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Department Of Education ◽  
Summer Institute ◽  
Columbia University ◽  
Responsive Teaching ◽  
Racially Diverse ◽  
Teachers College ◽  
Culturally Responsive Education

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.

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

2019 ◽  
Vol 43 (3) ◽  
pp. 197-214
Author(s):  
Rebecca A. Cruz ◽  
Sarah Manchanda ◽  
Allison R. Firestone ◽  
Janelle E. Rodl
Keyword(s):  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Responsive Teaching ◽  
Practicing Teachers ◽  
Positive Effects ◽  
Linguistic Backgrounds

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.

scholarly journals Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL

2021 ◽  
Vol 14 (3) ◽  
pp. 51
Author(s):  
Lifeas Kudakwashe Kapofu
Keyword(s):  
High School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Teacher Practices ◽  
Responsive Teaching ◽  
Learning Tool ◽  
Negative Experiences ◽  
Limited Knowledge

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.

scholarly journals PENGEMBANGAN SEBUAH PENGAJARAN RESPONSIF BUDAYA (CRT) PADA KELAS DRAMA (SEBUAH KOLABORASI MAHASIWA DALAM PEMENTASAN DRAMA CERITA LOKAL)

2021 ◽  
Vol 35 (2) ◽  
pp. 160-166
Author(s):  
Erny Selfina Nggala Hambandima
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Responsive Teaching ◽  
Research Subjects ◽  
Local Content ◽  
Group Members ◽  
Data Result

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

scholarly journals Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

2021 ◽  
Vol 13 (24) ◽  
pp. 13922
Author(s):  
Ming-Min Cheng ◽  
Aurora V. Lacaste ◽  
Cris Saranza ◽  
Hsueh-Hua Chuang
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Cultural Values ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Responsive Teaching ◽  
Visual Aids ◽  
K 12

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.

Moving Toward Culturally Restorative Teaching Exchanges

2019 ◽  
Vol 10 (2) ◽  
pp. 53-69 ◽  
Author(s):  
Mike D Re'vell
Keyword(s):  
Best Practices ◽  
Students Of Color ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Instructional Time ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Sense Of Efficacy ◽  
Instructional Content

The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-used by teachers. This article explores the use of restorative practices as a mediator for improving teacher sense of efficacy or future facing self-evaluations of knowing what and how to use culturally responsive teaching practices.

Exploring Technology Through Issues of Social Justice

2017 ◽  
pp. 137-158
Author(s):  
Courtney K. Clausen
Keyword(s):  
Social Justice ◽  
Computer Science ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Research Question ◽  
Responsive Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Current Events ◽  
Relevant Pedagogy

This action research project focuses on student-centered learning through the application of cultural relevant pedagogy and culturally responsive teaching in a high school summer enrichment computer science course. The research question guiding this project was: How does the integration of cultural competencies and culturally responsive teaching impact student learning in the secondary classroom? The content of the course focused on students learning about computer applications, research using digital resources retrieved from the Internet, and digital literacy as outlined by the International Society for Technology in Education Standards Students. This chapter examines pedagogy and practice highlighting the integration of culturally relevant pedagogy and cultural relevant teaching into a computer science course focused on current events and issues of social justice.

Moving Toward Culturally Restorative Teaching Exchanges

2021 ◽  
pp. 727-746
Author(s):  
Mike D Re'vell
Keyword(s):  
Achievement Gap ◽  
Students Of Color ◽  
Lower Order ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Instructional Time ◽  
Responsive Teaching ◽  
Sense Of Efficacy ◽  
Instructional Content

The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-used by teachers. This article explores the use of restorative practices as a mediator for improving teacher sense of efficacy or future facing self-evaluations of knowing what and how to use culturally responsive teaching practices.

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