Relevant bibliographies by topics / Cultural Responsive Pedagogy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural Responsive Pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Cultural Responsive Pedagogy"

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Inocian, Reynaldo B., Annie Lorrie I. Callangan, Darleen R. Medrano, and Windelee G. Gualiza. "Cebuano cultural identities: prospects for a culturally responsive pedagogy." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 1 (May 27, 2020): 45–63. http://dx.doi.org/10.37134/jrpptte.vol10.1.4.2020.

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This study described the Cebuano cultural identities and prospects in search of a culture-based instruction model. This sought to find out the linguistic varieties of the Cebuano speakers; contrast the differences and similarities in the inasal making process; and identify the variations in the celebrations of festivals in Cebu. This study utilized a case study design with 15 research participants from the three selected cluster locations. These Cebuano cultural identities vary according to geographic location and other socio-historical factors. Clipping and borrowing of words and expressions, from adjacent islands and roots of the colonial past, are indicative of these factors of language variations. The practices of inasal making are based on inherited traditions of the place such as variations on the use of logistics and needed ingredients to embellish the entire corpus of a sanitized butchered pig before its roasting. Towns and cities celebrate festivals in thanksgiving of their patron saint – a symbolism of their religious and cultural traditions. These varied cultural orientations support the argument to establish a cultural grounding on instructional initiatives in the Asian context. The findings juxtapose the exploration of Inasal Teaching Model (ITM) as a localized and a contextualized teaching model that serves as a nexus in various phases of instruction, for quality teaching in the field of culture-based education.
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Kazanjian, Christopher J. "Culturally responsive secondary education: exploring cultural differences through existential pedagogy." Multicultural Education Review 11, no. 1 (January 2, 2019): 20–36. http://dx.doi.org/10.1080/2005615x.2019.1567094.

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Nagasawa, Kenta. "Culturally Responsive Pedagogy in Mathematics." Iris Journal of Scholarship 2 (July 12, 2020): 145–58. http://dx.doi.org/10.15695/iris.v2i0.4808.

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Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception
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Hudsmith, Sandra. "Culturally Responsive Pedagogy in Urban Classrooms." Aboriginal Child at School 20, no. 3 (July 1992): 3–12. http://dx.doi.org/10.1017/s0310582200007847.

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AbstractMuch of the literature on Aboriginal education tends, and rightfully so, to emphasise the disadvantages Aboriginal children face when they enter into Western schooling. Cultural discontinuity theory proposes that cultural mismatch between the home and school cultures is an important factor in the alienation and school failure for minority (e.g. Aboriginal) children. Research certainly supports the view that Aboriginal students differ from their Western counterparts in terms of world view, learning styles and sociolinguistic etiquette. Current cultural ecology theory proposes that some minority group students (i.e. from ‘involuntary’ or ‘colonized’ minorities) rectify these differences in opposition and in resistance to the majority culture and thus play an active role in perpetuating school failure (Ogbu, 1987). In some urban schools, it appears that the inability of teachers to understand and cater for the cultural differences of their Aboriginal students is compounded by an active resistance to the school culture by those students. This paper investigates the teaching styles and practices of two teachers in urban schools who not only recognise and cater for the unique differences and abilities of their Aboriginal students but who have actively created learning environments in which student resistance is either directed towards group enhancing goats or rendered inappropriate. Pseudonyms are used throughout this paper.
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Whitaker, Manya C., and Kristina Marie Valtierra. "The dispositions for culturally responsive pedagogy scale." Journal for Multicultural Education 12, no. 1 (April 9, 2018): 10–24. http://dx.doi.org/10.1108/jme-11-2016-0060.

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Purpose The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS). Design/methodology/approach Scale development consisted of a six-step process including item development, expert review, exploratory factor analysis, factor interpretation, confirmatory factor analysis and convergent and discriminant validity analyses. Findings The final scale contains 19 Likert items across three dispositional domains: Disposition for Praxis, Disposition for Community and Disposition for Social Justice. The alpha reliability value for the overall scale was 0.92. Practical implications The DCRPS can be used in teacher preparation programs for programmatic evaluation, for teacher candidate growth assessment or for career counseling. Originality/value Other scales related to multicultural education reflect teachers’ general beliefs about diversity and/or inclusive education. The DCRPS is the first scale that assesses teachers’ beliefs and attitudes underlying culturally responsive teaching practices.
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Berryman, Mere, Dawn Lawrence, and Robbie Lamont. "Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective." Set: Research Information for Teachers, no. 1 (May 20, 2018): 3–10. http://dx.doi.org/10.18296/set.0096.

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Barnes, Tia Navelene, and Kathleen McCallops. "Perceptions of culturally responsive pedagogy in teaching SEL." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 70–81. http://dx.doi.org/10.1108/jme-07-2017-0044.

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Purpose The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data. Findings The analyses produced 11 interrelated themes. Practical implications School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability. Social implications Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch. Originality/value There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.
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Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.

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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy. It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled. 1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).
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Gautam, Santosh, and Saroj G.C. "Curriculum Development and Education Officers in/about Culturally Responsive Pedagogy." Batuk 5, no. 1 (January 31, 2019): 70–84. http://dx.doi.org/10.3126/batuk.v5i1.27953.

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This paper tries to excavate the perceptions, experiences and non/cooperation of curriculum development officers and district education officers in culturally non/responsive pedagogical approaches of private schools in Nepal. This paper tries to decontextualize and culturally non responsive education cannot address the pedagogical and socio cultural requirements of the learners and multicultural societies. This research is oriented to fundamental traits of interpretivism, criticalism and postmodernism so that the varying and complicated features of culture and culturally responsive pedagogy would be met. Therefore, it would be a heuristics of multi-paradigmatic research. In this paper I have explored the views, experiences and perceptions of responsible government officials working in curriculum designing and implementation in making our educational endeavors culturally responsive. I have tried to delve into 'world of duty' to reveal how result oriented they are. Shifting of responsibilities and lack of professionalism has been found to be the major stumbling blocks.
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Kozikoglu, Ishak, and Yusuf Tosun. "Investigation of the relationship between teachers’ opinions concerning culturally responsive pedagogy and their cultural intelligences." Journal of Higher Education and Science 10, no. 3 (2020): 539. http://dx.doi.org/10.5961/jhes.2020.414.

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Dissertations / Theses on the topic "Cultural Responsive Pedagogy"

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Robinson, Lynda Marie Cesare. "Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194476.

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This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms.The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Pedagogy, and Lindsey, Roberts, and CampbellJones' (2005) Cultural Competence Continuum. Two principals and 10 teachers from two schools volunteered to participate in the study. The methodology included the development and use of semi-structured principal and teacher interview instruments, a teacher classroom observation instrument, and an instrument for analysis of curriculum documents. Findings revealed variable levels of participants' cultural awareness and competence, pedagogical practices, and curriculum implementations. A triangulation of data sources from interviews, observations, and documents suggested that the two principals' leadership conveyed similarities and differences in influencing teachers' cultural awareness and supporting their implementation of culturally responsive curriculum and pedagogy within classrooms.
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Ra'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.

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This mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).

Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.

Keywords: Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.

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Toppel, Kathryn Elizabeth. "The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1002.

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The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge. This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.
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Hubbard, Terrance Michael. "It’s about more than “just be consistent” or “out-tough them”: culturally responsive classroom management." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133283898.

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Fleischaker, Rachael Lynn. "Culturally Responsive Music Education: Conceptual and Practical Approaches of Elementary General Music Teachers." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620832759515162.

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Lee, Annette. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." University of the Western Cape, 2020. http://hdl.handle.net/11394/7274.

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Philosophiae Doctor - PhD
The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
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McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.

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This dissertation examines teacher’s perspectives regarding the classroom strategies, behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts. Culturally Relevant Pedagogy was used as the theoretical framework for this study as it describes approaches to teaching students from historically marginalized groups in ways that are more relevant to their cultural strengths, assets, and knowledge-bases. Q methodology was selected for this study because it was designed to examine human subjectivity using both quantitative and qualitative techniques. Forty-two teachers sorted 36 statements, each representing a practice, strategy, or behavior identified by participants as being culturally relevant to African American students, based on their perceived effectiveness. These 42 Q sorts were then correlated. Principal component analysis and Varimax rotation were used to examine the relationships among the correlations and extract 4 factors, 1 of which was bipolar, or containing two different, but mirrored perspectives. The factor arrays of these 5 perspectives were then examined, described, and named: Responsive to Students Cultural Backgrounds, Responding through Honoring and Exploring Culture, Responding through Structure, Routines, and Direct Advocacy, Conducive and Inclusive Learning Environment, Non-responsive Culture Free Pedagogical Practices. Implications and recommendations for practice, theory, and policy were also discussed.
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Spader, Karen Marie. "White Novice Teachers' Perceptions Regarding Their Preparation for Teaching Culturally Diverse Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/504.

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At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing 8 White novice teachers to convey their perceptions of teaching culturally diverse classrooms and how these perceptions influenced their behaviors. Data were organized by organizational, substantive, and theoretical categories. The themes that emerged from the data were the need for additional cultural knowledge, the implementation of supportive measures, barriers to supporting cultural diversity in classrooms, and the importance of cultural interpersonal skills. This study may lead to positive social change for teacher educators, novice teachers, as well as school districts by developing their understanding of how to support White novice teachers with strategies for teaching culturally diverse students.
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Robertson, Kandace Cheryee. "Native American Parent Perceptions of their Children's Success in Reading and Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7836.

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The focus of this study was on how to help narrow the achievement gap between Native American students and their non-Native peers in an urban Oklahoma school district. A qualitative case study approach was used to answer the questions of how parents of Native American students perceive their children's academic success in reading and mathematics in Grade 1- Grade 12 and why they believe their children have consistently (or historically) performed below district, state, and national expectations in these subjects in an attempt to better understand the achievement gap. Progress reports, institutional reports, and standards-based test scores were indicative of the widening achievement gap between Native American students and their non-Native peers. Bourdieu's cultural capital theory supported by Epstein's model of parental involvement were used as the conceptual framework for this study. Six parents of Native American students in Grade 1– Grade 12 were selected as participants and were interviewed using open-ended, semistructured questions to gain insight and help to answer the research questions. The coding of collected data, an analysis of emergent themes and triangulation, peer debriefing, and member checks were all utilized as analytical procedures to ensure accuracy and credibility. Results from the study revealed that parents of Native American students perceive their students' academic success as a struggle and identify parental involvement, curriculum relatability, class size and communication among some of the barriers to their students' success. Implications for positive social change for this study included the potential to inform more effective teaching strategies for teachers who teach Native American students, inform their curriculum development, and foster the empowerment of Native American families.
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Pierce, Mara Kristin. "An Investigation Of The Significance Of Place: Working Toward A Means Of Cultural Relevance In Diné-Serving Art Classrooms." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556731.

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The purpose of this research study was to explore how the significance of place serves as a part of Indigenous—specifically Diné (Navajo)—education cultural responsiveness in the art classroom. Further, objectives of the study included learning how North American art teacher educators can more effectively weave Indigenous understandings of place into pre-service art teacher education to benefit Indigenous learners' needs. I employed a qualitative approach to this study using multiple methodologies: ethnography, phenomenology, an Indigenous research methodology, and arts-based research. Through personal interviews with six participants—two Diné artists, two art teacher educators, and two unfamiliar art teachers new to reservation-serving schools—I sought to locate culturally situated perspectives and values. The goal of the interviews was to gather ideas about the significance of place, about relationships between place and art, and about art teacher preparation for teaching in Diné-serving schools. The design of the study also included new unfamiliar non-Diné art teacher preconceptions and in-situ learning experiences of teaching on the reservation. Beyond the participant interviews, I engaged an arts-based exploration of my experiences with Diné people as an outsider/insider member of the Diné community. The artwork I created also helped weave together data from participant interviews. Findings from the Diné artist participants suggested that places hold significance in Diné culture, art making, and the display or use of art. According to Diné epistemological perspective, place is more than just a physical location, and different from some mainstream ideas about place. For Diné interviewees, place is a container of aspects of life such as energies, nature, spirits, people, and a multitude of other significances, some tangible and some intangible. Findings from interviews with art teacher educators of other Indigenous groups also indicated that place is significant to many Native American peoples, and the idea of that significance is difficult to transmit to Euro-American pre-service teachers. Interviews also indicate that focusing teaching education on social justice theories and employing Native American art and artists can assist in the preparation of pre-service art teachers to teach in reservation or pueblo communities. However, there are deeply rooted cultural concepts that come into play once the new teacher reaches her/his teaching assignment community. Lastly, findings revealed that new unfamiliar art teachers experience a number of obstacles upon entering Diné communities when their prior understandings about the place is limited. Challenges include understanding acceptable cultural observances, student proclivities, and art making practices. Understanding significance of place, stereotyping concerns, and positionality challenges are among the themes that arose as a result of cross-participant analyses. The implications of this research study advocate for: a) building further knowledge about educating pre-service teachers about cultural relevance, stereotyping, and positionality in Native American-serving art classrooms; b) the need for continued cultural learning and mentoring in-situ; and c) the need for unfamiliar art teachers to develop culturally relevant teaching practices with the help of people in the community.
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Books on the topic "Cultural Responsive Pedagogy"

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Professional development for culturally responsive and relationship-based pedagogy. New York: P. Lang, 2012.

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Pirbhai-Illich, Fatima, Shauneen Pete, and Fran Martin, eds. Culturally Responsive Pedagogy. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5.

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Villegas, Ana Maria. Culturally responsive pedagogy for the 1990s and beyond. Washington, DC: ERIC Clearinghouse on Teacher Education, 1991.

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Preparing teachers of color to teach: Culturally responsive teacher education in theory and practice. New York: Palgrave Macmillan, 2014.

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Macfarlane, Sonja. The Hikairo schema: Culturally responsive teaching and learning in early childhood education settings. Wellington, New Zealand: NZCER Press, 2019.

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Jeanne, Armento Beverly, ed. Culturally responsive teaching: Lesson planning for elementary and middle grades. Boston: McGraw-Hill, 2001.

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Ulivieri, Simonetta, Franco Cambi, and Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.
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Kyei-Blankson, Lydia. Care and Culturally Responsive Pedagogy in Online Settings. IGI Global, 2019.

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Biography-Driven Culturally Responsive Teaching. Teachers College Press, 2015.

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Klug, Beverly J., and Beverly Klug. Standing Together: American Indian Education As Culturally Responsive Pedagogy. Rowman & Littlefield Publishers, Incorporated, 2012.

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Book chapters on the topic "Cultural Responsive Pedagogy"

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Florence, Namulundah. "Culturally Responsive Pedagogy." In Adapting to Cultural Pluralism in Urban Classrooms, 49–83. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003120346-3.

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Jabbar, Abdul, and Mohammed Mirza. "Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnically Diverse Students." In Culturally Responsive Pedagogy, 29–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_2.

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Willsher, Michele, and Janine Oldfield. "History in the Now: Asserting Indigenous Difference in “Top End” Higher Education Using Culturally Responsive Pedagogy." In Cultural Competence and the Higher Education Sector, 197–212. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_11.

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Pirbhai-Illich, Fatima, Shauneen Pete, and Fran Martin. "Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism." In Culturally Responsive Pedagogy, 3–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_1.

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Daly, Ann. "Spoken Language and Literacy Assessments: Are They Linked?" In Culturally Responsive Pedagogy, 207–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_10.

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Martin, Fran, Fatima Pirbhai-Illich, and Shauneen Pete. "Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education." In Culturally Responsive Pedagogy, 235–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_11.

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Pete, Shauneen. "Idle No More: Radical Indigeneity in Teacher Education." In Culturally Responsive Pedagogy, 53–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_3.

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Tinker Sachs, Gertrude, Barbara Clark, Meral Durkaya, Annmarie Jackson, Charles Johnson, William Lake, and Patty Limb. "Decolonizing Pedagogies: Disrupting Perceptions of “The Other” in Teacher Education." In Culturally Responsive Pedagogy, 73–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_4.

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Blair, Andrea. "Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil." In Culturally Responsive Pedagogy, 99–119. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_5.

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King, Anna-Leah. "The Role of Song and Drum in Schools: A Response to Questions About Culturally Responsive Practice." In Culturally Responsive Pedagogy, 123–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_6.

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Conference papers on the topic "Cultural Responsive Pedagogy"

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Myers, Marie. "CULTURALLY RESPONSIVE PEDAGOGY IN REMOTE LEARNING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2045.

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Louderback, Pamela. "Session 16: Pedagogy | Culturally Responsive Pedagogy: Preparing Teachers to Educate from an Indigenous Perspective." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0056.

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Taylor, Sue, Mary Ryan, and Leonie Elphinstone. "EMPLOYING CULTURALLY RESPONSIVE PEDAGOGY AND TECHNOLOGIES TO RE-FRAME DIVERSE TEAM WORK CHALLENGES AS COMMON AND IMPROVABLE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0182.

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Reports on the topic "Cultural Responsive Pedagogy"

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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6139.

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