Culturally Responsive Pedagogy for Teachers of Color

ABSTRACT

This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive content was characterized by resistance, revelation, and support and (b) culturally responsive teacher educator pedagogy involved instructional approaches of modeling change and building community. Implications for culturally responsive pedagogies in the teacher education classroom and professional development are explored.     

Culturally Responsive Teaching in a Global Era: Using the Genres of Multicultural Literature

This study focused on preservice teachers’ perceptions of culturally responsive teaching using multicultural literature. They learned about diversity issues, multicultural literature, and culturally responsive teaching, worked on a multicultural literature project, developed hands-on literacy lessons, and taught them to elementary school students. Results showed that preservice teachers increased their awareness of culturally responsive teaching, professional knowledge about multicultural literature and culturally responsive teaching, and skills to teach diverse students and practice culturally responsive teaching.     

Culturally Responsive Mathematics Teaching: A Research Synthesis

The purpose of this article is to synthesize empirical research conducted on culturally responsive mathematics teaching (CRMT) with culturally and linguistically diverse (CLD) learners. Thirty-five published studies between 1993 and 2018 met the criteria for inclusion in this review. Criteria included: (a) the study was published in a peer-reviewed journal, (b) the study was conducted within a K-12 U.S. public school context with practicing teachers, (c) culturally responsive teaching or culturally relevant pedagogy was part of the study’s theoretical framework, and (d) information about methods was reported. Findings reveal the value of CRMT in fostering equitable and inclusive mathematics learning environments. More research on CRMT with CLD students in school settings is warranted. Implications for policy, practice, and research are discussed.

     

Culturally Responsive,Transformative Pedagogy in the Transnational Era: Critical Perspectives

This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities.     

论外语课程的文化回应性教学

本文认为,当前外语课程教学在文化教育方面存在着片面强调语言知识教学,忽视中西方文化背景、文化价值观导入、缺乏文化理解力培养的局限性。语言与文化具有发生学的关系,语言是文化的载体,文化的任何内容都可通过语言来反映。外语教学中要注重文化背景、文化价值观念、文化差异的导入,以培养学生的跨文化交际能力和文化理解力。文化回应是基于语言学立场与文化立场整合的外语教学策略。     

Celebrating Difference: Best Practices in Culturally Responsive Teaching Online

Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory.     

Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships

Abstract

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university’s collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates’ preparation as preservice teachers learning how to celebrate the rich cultural histories of the communities where they are immersed. Both quantitative and qualitative results on the impact of one specific example of this work are provided.     

Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity

The disparity between the ethnic and cultural makeup of our teaching force and the ethnic and cultural makeup of the student population demands initiatives on the part of teacher preparation programs. Preservice teachers need to learn about the various cultures of their students in order to increase communication and understanding. As preservice teachers learn about and come to understand culturally diverse students, they move toward becoming culturally responsive teachers. Through the use of ethnic children's literature and focused discussion in field experience seminars, preservice teachers increased their background knowledge about Latino children's lives and began to make connections with the students themselves.     

Coloring the College Pathway: A More Culturally Responsive Approach to College Readiness and Access for Students of Color in Secondary Schools

Considering the current structural challenges that exist for students of color (SOC) in accessing a higher education, an epistemology is needed that better represents the complex process SOC endure in this pursuit. College access literature either proposes stages (Hossler and Gallagher in Coll Univ 62(3):207–221, 1987), contextual layers (Perna in Higher education: handbook of theory and research. Springer, Amsterdam, 2006) or a pipeline approach (Horn in Confronting the odds: students at risk and the pipeline to higher education. National Center for Education Statistics, Washington, D.C., 1997; Cabrera and LaNasa in Understanding the colleges choice of disadvantaged. Jossey-Bass Inc, San Francisco, 2000a) that do not consider the additional resources and skills SOC must possess in navigating their educational pathways. This paper presents findings from two larger studies to propose an approach that colors outside the standard college access and readiness frameworks and uses a more culturally responsive approach to consider the complex and auspicious ways in which SOC navigate their college pathways. Culturally responsive recommendations for increasing college readiness and access for SOC in secondary schools will be provided based on the perspectives of SOC themselves.     

Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study

In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work.     

A Culturally Responsive Intervention for Addressing Problematic Behaviors in Counseling Students

Counseling faculty serve as gatekeepers to protect the public from trainees who demonstrate significant deficiencies in professional functioning. Two issues that have not been thoroughly examined are how different cultural values may intersect with the assessment of appropriate professional competencies and whether the multicultural environment of programs is considered when assessing potentially problematic students. The authors suggest a group systems intervention and provide implications and recommendations for counselor educators.     

A Collaborative Self-Study: Advocating for Democratic Principles and Culturally Responsive Pedagogy in Teacher Education

ABSTRACT

This paper presents a collaborative self-study of three teacher educators and how they understood, practiced, and promoted democratic education in response to the divisive rhetoric of 2015–2016 at a Hispanic-Serving Institution (HSI) in Southern California. The prevalence of neoliberal ideologies throughout the 2016 election season challenged our understandings of democratic education. Therefore, we explore how teacher educators promote democratic education and pedagogy during times of political uncertainty.     

繁荣背后的危机:中小学课堂教学模式同质化

审视当今中小学课堂教学模式异常繁荣的态势,不难发现,明显存在着弃旧崇新的教学观念、精细规约的教学程序、迅捷量化的教学评价、模仿—改造的建构路径等同质化现象。这些现象的存在使得教学改革在推进过程中蛰伏着"破坏性创新"观念误导的急功近利、名校追逐对名师成长的抑制、高效课堂追求对生本的异化、品牌学校打造形成的路径依赖多重危机。转变推进教学改革的激进思维模式,理性认识教学模式功能的有限性,以研究和超越的态度践行教学模式,是走出教学模式同质化的可能路径。     

Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College

Implicit in the open-door mission of the community college is the mandate that every learning experience should offer full equity and inclusion for all learners, including those of diverse cultural backgrounds. This mission is paramount, given the cultural diversity represented among learners served by the globalized community college. This paper presents a cross-section of research, practice, and discourse focused on expanding our knowledge and understanding of the diverse learning needs of community college learners. The relevance of the literature to the planning, design, and implementation of distance-learning is discussed. In the end, the authors offer distance-learning instructional strategies that may accommodate the unique needs of Hispanic/Latino learners. Implications for community college educators are discussed.     

“三不”：职业学校青年教师的新时代使命

教师综合素养的高低直接关系到教育现代化改革的成败,而青年教师是教育现代化改革的主要执行者和实践者。结合新时期教育现代化的要求,青年教师的发展之路,应做到"三不",即不惑、不忧、不惧,努力成为让学生能看到阳光的好教师,职教路上的使徒行者。     

创建教师发展学校的思考——乌鲁木齐地区首批教师发展学校工作初探

文章通过对教师发展学校内涵、特征及乌鲁木齐市建立教师发展学校迫切性等方面的阐述,针对乌鲁木齐市中小学教师培训的现状,提出了建立教师发展学校的思考。