scholarly journals The Road to Culturally Relevant Pedagogy: Expatriate teachers' pedagogical practices in the cultural context of Saudi Arabian higher education

2014 ◽  
Vol 49 (1) ◽  
pp. 201-226 ◽  
Author(s):  
Amani K. Hamdan Alghamdi
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Cultural Context ◽  
Culturally Relevant ◽  
Saudi Arabian ◽  
Pedagogical Practices ◽  
The Road ◽  
Saudi Students ◽  
Relevant Pedagogy ◽  
Expatriate Teachers

This case study explored the need for culturally relevant pedagogy (CRP) in Saudi Arabian higher education, especially when students have a cultural background that differs from that of their instructor. The study documented how expatriate teachers structured their pedagogical practices in the Saudi Arabian context. It examined how these university teachers attempted to proactively accommodate students’ needs, prior experiences and performance, and how they promoted academic progress while teaching in a different culture. Six themes were revealed: (1) the challenges of constructivism in the Saudi Arabian context; (2) linking pedagogy to the lives of Saudi students; (3) alternating and adjusting teaching to address student needs; (4) connecting with students’; (5) discrepancies in teachers’ beliefs; and (6) teachers’ assumptions and expectations about knowledge. It is argued that CRP offers opportunities for better learning experiences for Saudi students. Through CRP, learning can be made more meaningful and can help in the development of a positive student identity. Some pedagogical strategies are offered to help teachers implement CRP.

scholarly journals The Pertinence of a Culturally Relevant Pedagogy in Internationalized Higher Education

2018 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Rebeca Heringer
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Phenomenological Study ◽  
Structured Interviews ◽  
Post Secondary ◽  
Diverse Context ◽  
University Classrooms ◽  
Relevant Pedagogy

The burgeoning process of internationalization of higher education has greatly transformed university classrooms with the presence of innumerous nationalities. Thus it is imperative that professors are well equipped to teach in such culturally diverse context while sustaining the goals of internationalization. Although a culturally relevant pedagogy has been widely used in many educational settings, including higher education, there is a paucity of studies looking for its pertinence in an internationalized context. Then, based on Gloria Ladson-Billings’ (1995) theoretical framework, this critical phenomenological study depicts the extent to which that approach is also pertinent for informing post-secondary teachers’ work with international students in modern days. Semi-structured interviews were conducted with ten experienced professors across different faculties at a mid-sized Canadian university. Findings reveal that this pedagogy is highly appropriate to illuminate professors’ practices, but this relevance also points to fundamental and urgent aspects that must be taken into consideration when aiming at a democratic and true internationalized education.

scholarly journals Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

2021 ◽  
Vol 44 (4) ◽  
pp. 1084-1115
Author(s):  
Jennifer Mitton ◽  
Anne Murray-Orr
Keyword(s):  
Nova Scotia ◽  
Risk Taking ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Pedagogical Practices ◽  
Academic Risk ◽  
Qualitative Research Study ◽  
Track Record ◽  
The Impact ◽  
Relevant Pedagogy

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi’kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.

Teaching for Diversity Online

2021 ◽  
pp. 987-1005
Author(s):  
Johanna M. Tigert ◽  
Argyro Aloupis Armstrong
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Teaching Practices ◽  
Culturally Relevant ◽  
Online Courses ◽  
Online Course ◽  
Diverse Populations ◽  
Face To Face ◽  
Diverse Classrooms ◽  
Relevant Pedagogy

Existing gaps in teacher education programs impact programs' ability to provide teachers with effective teaching practices for use in diverse classrooms. Higher education institutions attempting to address culturally relevant pedagogy through online courses struggle to create meaningful learning opportunities for students especially when they do not have opportunities to work with diverse populations outside of class. This chapter discusses the challenges a higher education faculty member and her doctoral assistant faced when teaching an accelerated 10-week online course titled Educating Diverse Populations. The asynchronous nature of the online course and the optionality of the online group chats disrupted the process of class dialogue and interactions normally found in traditional face-to-face courses. However, reflecting on a variety of autobiographical resources and participating in weekly discussion posts assisted students to better incorporate culturally relevant pedagogy into their teaching practices.

Teaching for Diversity Online

2019 ◽  
pp. 1-19
Author(s):  
Johanna M. Tigert ◽  
Argyro Aloupis Armstrong
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Teaching Practices ◽  
Culturally Relevant ◽  
Online Courses ◽  
Online Course ◽  
Diverse Populations ◽  
Face To Face ◽  
Diverse Classrooms ◽  
Relevant Pedagogy

Existing gaps in teacher education programs impact programs' ability to provide teachers with effective teaching practices for use in diverse classrooms. Higher education institutions attempting to address culturally relevant pedagogy through online courses struggle to create meaningful learning opportunities for students especially when they do not have opportunities to work with diverse populations outside of class. This chapter discusses the challenges a higher education faculty member and her doctoral assistant faced when teaching an accelerated 10-week online course titled Educating Diverse Populations. The asynchronous nature of the online course and the optionality of the online group chats disrupted the process of class dialogue and interactions normally found in traditional face-to-face courses. However, reflecting on a variety of autobiographical resources and participating in weekly discussion posts assisted students to better incorporate culturally relevant pedagogy into their teaching practices.

Where's the Race in Culturally Relevant Pedagogy?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32
Author(s):  
H. Richard Milner Iv
Keyword(s):  
Language Arts ◽  
Culturally Relevant Pedagogy ◽  
English Language Arts ◽  
English Language ◽  
Culturally Relevant ◽  
Empirical Studies ◽  
Pedagogical Practices ◽  
Successful Teachers ◽  
American Children ◽  
Relevant Pedagogy

Background/Context When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional moves of teachers, especially with Black students. Since the introduction of this pedagogy, researchers and theorists have broadened Ladson-Billings's conceptualization to include various other factors. However, race is no longer as central as it was when the framework was introduced. Purpose/Objective I examine published literature on culturally relevant pedagogy in mathematics and English language arts that has considered race in some form. The purpose of this synthesis is to highlight patterns across the literature and to consider potential future areas of study to strengthen and encourage focused research on race and CRP. Setting I reviewed established literature to examine the intersections of race, culturally relevant pedagogy, and mathematics or English language arts. Research Design I analyzed research articles in the areas of mathematics and English language arts that examined race in some form between 2004–2014 to determine how race is situated and connected to the core of culturally relevant pedagogy. Conclusions/Recommendations Although race was a critical component of Ladson-Billings's conceptualization of culturally relevant pedagogy, research studies in the area demonstrate a marginal, at best, emphasis on race. Studies in the areas of mathematics and English language arts that do include race tend to focus on superficial aspects of race. Future studies should return to the root of the theory and include race as an essential component of empirical studies that draw from culturally relevant pedagogy as an analytic tool to describe pedagogical practices of teachers.

Sign in / Sign up

Export Citation Format

Share Document