scholarly journals The Awareness of cultural orientations in culturally responsive education for Korean American students

2007 ◽  
Vol 2 (1) ◽  
Author(s):  
Mi-Soon Lee
Keyword(s):  
Culturally Responsive ◽  
Korean American ◽  
Culturally Responsive Education ◽  
Cultural Orientations ◽  
American Students

scholarly journals Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education

2021 ◽  
Vol 7 (1) ◽  
pp. 122-139
Author(s):  
Gregory Cajete
Keyword(s):  
Science Education ◽  
Native American ◽  
Native Americans ◽  
Culturally Responsive ◽  
Science And Technology ◽  
Santa Fe ◽  
Native American Students ◽  
Cultural Orientations ◽  
American Students

 A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science. 

scholarly journals The Socio-linguistic Profiles, Identities, and Educational Needs of Greek Heritage Language Speakers in Chicago

2021 ◽  
pp. 80-97
Author(s):  
Zoe Gavriilidou ◽  
Lydia Mitits
Keyword(s):  
Culturally Responsive ◽  
Heritage Language ◽  
Online Survey ◽  
Educational Needs ◽  
Academic Needs ◽  
Heritage Speakers ◽  
Culturally Responsive Education ◽  
Greek Culture ◽  
Heritage Language Speakers ◽  
Language Corpus

The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.

WOKE

2021 ◽  
pp. 19-40
Author(s):  
Mariama Cook Sandifer ◽  
Eva M. Gibson ◽  
Sarah N. Brant-Rajahn
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
School Counselors ◽  
African American Students ◽  
Culturally Responsive ◽  
Underrepresented Students ◽  
Social Justice Advocacy ◽  
American Students ◽  
Current Impact ◽  
Contemporary Context

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training 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.

Online Learning Perspectives of Native American Students

2019 ◽  
Vol 48 (3) ◽  
pp. 321-334 ◽  
Author(s):  
Brittany D. Hunt ◽  
Beth Oyarzun
Keyword(s):  
Online Learning ◽  
Native American ◽  
Culturally Responsive ◽  
Project Based Learning ◽  
Indian Education ◽  
Online Course ◽  
College Matriculation ◽  
Native American Students ◽  
Online Classrooms ◽  
American Students

With Native American college matriculation on the rise and with online learning increasing in popularity, a need exists to bridge the two and to develop online learning practices that are culturally responsive. Kirkness and Barnhardt identify four principles central to American Indian education: respect, relevance, reciprocity, and responsibility. These four principles were used as the framework of this ethnographic, qualitative study, which included two Native American female students enrolled in an online course at a large 4-year University in the southeast. Results showed that students wanted supportive learning environments, Indigenous curriculum and perspectives represented online classrooms, interaction with professors and peers, and opportunities for project-based learning.

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