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Penderi, Effie, and Evdokia Kokouvinou. "Greek Primary School Teachers’ Reported Practices Concerning the Implementation of Culturally Responsive Teaching: The Culturally Responsive Practices Questionnaire (CRPQ)." World Journal of Educational Research 6, no. 2 (2019): 270. http://dx.doi.org/10.22158/wjer.v6n2p270.
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<p><em>The purpose of this study was to examine Greek primary school teachers’ reported practices regarding culturally responsive teaching. A questionnaire with 29 items was constructed, based on a number of relevant international research tools. Participants were 187 primary school teachers, in Northern Greece. Exploratory factor analysis revealed three psychometrically robust factors, Utilization of students’ cultural capital, Development of culturally responsive learning environments and Collaboration with parents and differentiated teaching. Items with the highest mean score seemed to focus on the promotion of trust and respect among students, while those with the lowest score regarded mainly the use of students’ diverse cultural heritage in the classroom. Relevant training, experience with students from diverse cultural backgrounds and urbanity were the background variables that seemed to have some relation to certain aspects of culturally responsive teaching reported practices. </em></p>
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Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.
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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.
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Murray-Orr, Anne, and Jennifer Mitton. "Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies." LEARNing Landscapes 14, no. 1 (2021): 249–63. http://dx.doi.org/10.36510/learnland.v14i1.1047.
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Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking about knowledge and knowledge construction as one key aspect of their culturally relevant pedagogy.
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Benson, Barbara E. "Framing Culture within Classroom Practice: Culturally Relevant Teaching." Action in Teacher Education 25, no. 2 (2003): 16–22. http://dx.doi.org/10.1080/01626620.2003.10463301.
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Nam, Younkyeong, Gillian Roehrig, Anne Kern, and Bree Reynolds. "PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS." International Journal of Science and Mathematics Education 11, no. 1 (2012): 143–67. http://dx.doi.org/10.1007/s10763-012-9372-x.
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Pejaner, Karizza Jane, and Voltaire Mistades. "Culturally Relevant Science Teaching: A Case Study of Physics Teaching Practices of the Obo Monuvu Tribe." Science Education International 31, no. 2 (2020): 185–94. http://dx.doi.org/10.33828/sei.v31.i2.8.
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Rosa, Milton, and Daniel Clark Orey. "Principles of Culturally Relevant Education in an Ethnomathematical Perspective." Revista de Educação Matemática 17 (January 1, 2020): e020001. http://dx.doi.org/10.37001/remat25269062v17id306.
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The implementation of culturally relevant education assists in the development of student intellectual, social, and political learning by using their cultural referents to develop mathematical knowledge. It uses prior experiences of students to make learning more relevant and effective in order to strengthen their connectedness with schooling. Culturally relevant schools contextualize teaching and instructional practices while maintaining academic rigor. In these schools, educators, teachers, school leaders, and staff members are able to recognize and build upon the strengths of the students by applying instructional strategies that are culturally relevant. Culturally relevant leadership is grounded in the conviction that students are able to excel in their academic endeavor. In this context, it is necessary to enable the implementation of culturally relevant pedagogy into the curricula, designed to fit together school culture with students’ background in order to help them to conceptualize knowledge. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make mathematical content more meaningful and relevant to students. Hence, the main objective of this article is to discuss the importance of principles of culturally relevant education in accordance to an ethnomathematics perspective.
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Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.
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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.
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Martell, Christopher C. "Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School." Journal of Education 198, no. 1 (2018): 63–77. http://dx.doi.org/10.1177/0022057418800938.
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In this interpretative case study, the researcher examined the beliefs and practices of three self-identifying culturally relevant social studies teachers related to their teaching of U.S. history at a racially and ethnically diverse urban high school. The teachers displayed beliefs and practices that were aligned with the core criteria of culturally relevant pedagogy (CRP), while also centering their U.S. history classrooms on race and racism. However, the teachers described and exhibited CRP through three different models: exchanging, discovering, and challenging. Despite these differences, the students reported a positive response to their teacher’s use of CRP.
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Yoon, Haeny, Michele Myers, and Dinah Volk. "Teaching as Emancipatory Practice: Professional Partnerships Enacting Culturally Relevant Work." Urban Education 55, no. 6 (2019): 835–37. http://dx.doi.org/10.1177/0042085919892051.
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Ladson-Billings, Gloria. "Culturally Relevant Pedagogy 2.0: a.k.a. the Remix." Harvard Educational Review 84, no. 1 (2014): 74–84. http://dx.doi.org/10.17763/haer.84.1.p2rj131485484751.
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In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a “remix” of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity and justice. Influenced by her experience with the First Wave program, Ladson-Billings welcomes the burgeoning literature on culturally sustaining pedagogy as a way to push forward her original goals of engaging critically in the cultural landscapes of classrooms and teacher education programs.
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Lawihin, Dunstan. "Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme." Aotearoa New Zealand Social Work 30, no. 4 (2019): 40–55. http://dx.doi.org/10.11157/anzswj-vol30iss4id612.
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INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work.
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Hamdan Alghamdi, Amani K. "The Road to Culturally Relevant Pedagogy: Expatriate teachers' pedagogical practices in the cultural context of Saudi Arabian higher education." Articles 49, no. 1 (2014): 201–26. http://dx.doi.org/10.7202/1025778ar.
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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.
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El Alaoui, Khadija, Maura A. E. Pilotti, Muamar Hasan Salameh, and Sukhsimranjit Singh. "The Education of Dispute Resolution in Al Jazeera Al Arabiya: A Case for a Culturally Engaging Pedagogy." Education Sciences 10, no. 4 (2020): 89. http://dx.doi.org/10.3390/educsci10040089.
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In law and business schools, culturally relevant/responsive curricula can aid students’ academic success. In this paper, we examine the use of culturally responsive narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those prescribed under Common Law. Through narratives embedded in familiar historical and socio-cultural contexts, we argue that students of Middle Eastern descent can achieve a greater understanding and retention of the curriculum as it is translated from theory into practice, exercise critical thinking skills, and enhance their motivation to learn. Teaching that taps into a reservoir of knowledge within Middle Eastern communities can also become a transformative experience for students, since it not only recognizes their communities of origin as noteworthy, but also makes their socio-cultural identities a key ingredient of the instructional process. As evidence of methodological effectiveness, we examine students’ reflections on the use of culturally familiar narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those adopted by the Western world.
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Addo, Akosua Obuo. "Children's idiomatic expressions of cultural knowledge." International Journal of Music Education os-30, no. 1 (1997): 15–24. http://dx.doi.org/10.1177/025576149703000103.
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The process of teaching and learning music from many cultures is important for imparting cultural knowledge. Analysis of folklore provides information on cultural knowledge structures for educational practice in general and curriculum content in particular. Children develop patterns of culturally accepted human actions and relations, based on cultural knowledge structures as they are enculturated into society. This paper includes (a) a discussion of my theoretical position on culturally relevant teaching and learning styles and (b) a description of children's idiomatic expressions of cultural knowledge in their ways of knowing demonstrated in three teaching scenarios.
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Young, Jemimah L., Jamaal R. Young, and Noelle A. Paufler. "Out of School and into STEM: Supporting Girls of Color through Culturally Relevant Enrichment." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (2017): 28–34. http://dx.doi.org/10.46767/kfp.2016-0010.
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Increasing the participation of girls of color in the Science Technology Engineering and Mathematics (STEM) is a national concern. Due to the persistence of achievement and opportunity gaps, sustaining positive STEM dispositions in girls of color is critical to diversifying the STEM pipeline. Enrichment activities can serve as a means to address persistent gaps in opportunities to learn. The purpose of this article was to explain how teachers could adapt traditional STEM enrichment activities to support girls of color through culturally relevant instructional practices. The three components of culturally relevant pedagogy are utilized to example how to adapt traditional activities to support girls of color in STEM. Examples are presented to foster (1) academic success, (2) cultural competence, and (3) sociopolitical consciousness in girls of color. Greater opportunities for STEM professional development, especially those that help teachers build upon culturally relevant teaching, are needed for both pre- and in-service teachers who desire to serve as teacher leaders in STEM. Implications and suggestions for teacher leaders are presented throughout.
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Schmeichel, Mardi. "Good Teaching? An examination of culturally relevant pedagogy as an equity practice." Journal of Curriculum Studies 44, no. 2 (2012): 211–31. http://dx.doi.org/10.1080/00220272.2011.591434.
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Casale, Carolyn, and Stephanie Thomas. "Interactive co-teaching strategies: developing effective partnerships." On the Horizon 26, no. 3 (2018): 260–69. http://dx.doi.org/10.1108/oth-08-2017-0078.
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Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.
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Murray-Orr, Anne, and Jennifer Mitton-Kukner. "An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada." Articles 52, no. 1 (2017): 71–92. http://dx.doi.org/10.7202/1040805ar.
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This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous community in northern Canada, with a focus on how his pedagogical content knowledge and his culturally relevant pedagogical practices developed. This case traces Don’s journey from his goals and plans at the end of his teacher education program, through his feelings of uncertainty near the end of his first year of teaching, to his growing confidence in his second year of teaching.
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Ava, Aue Te. "Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting." Waikato Journal of Education 25 (November 24, 2020): 31–41. http://dx.doi.org/10.15663/wje.v25i0.714.
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The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. 
 The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
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Bucek, Loren E. "Dance Pedagogy for a Diverse World: Culturally Relevant Teaching in Theory, Research and Practice." Journal of Dance Education 18, no. 2 (2018): 87–88. http://dx.doi.org/10.1080/15290824.2018.1429189.
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Smith-Gilman, Sheryl. "Culture Matters: The Arts, the Classroom Environment, and a Pedagogy of Entewate`Nikonri:Sake : A Study in a First Nations Pre-School." Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, no. 2 (2016): 53. http://dx.doi.org/10.26443/crae.v42i2.1.
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This article brings to light the close relationship between culture, learning and the arts. It recounts the quest of a First Nations (Mohawk) early childhood center in their development of a culturally relevant curriculum whereby culture and Indigenous ways of learning would be seamlessly woven into daily practice. Step by Step Child and Family Center embraced the Reggio Emilia approach. The educators acknowledged how Reggio Emilia’s major tenets resonated with Indigenous values as well as seeing congruence in ways of teaching, learning and how relationships are intrinsically interwoven into practice. This research shows how the provocation of the Reggio Emilia approach, and a focus on the arts, provided meaning-making for this community. The study has implications for teacher development, early childhood pedagogy, and may be useful for other Indigenous communities who seek to maintain cultural traditions and identity in educational practices.
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Aronson, Brittany A. "From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like?" Urban Education 55, no. 8-9 (2016): 1115–41. http://dx.doi.org/10.1177/0042085916672288.
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Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
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Kressler, Benikia. "Critical Self-Reflection as Disruption: A Black Feminist Self-Study." Journal of Culture and Values in Education 3, no. 1 (2020): 21–38. http://dx.doi.org/10.46303/jcve.03.01.2.
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As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.
 
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Reid, Shamari. "What does culturally relevant pedagogy have to offer with regard to teaching and learning during a time of physical distancing?" Journal for Multicultural Education 15, no. 2 (2021): 129–37. http://dx.doi.org/10.1108/jme-04-2020-0033.
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Purpose This conceptual paper, framed as a letter to educators, explores what the theory of culturally relevant pedagogy (CRP) offers us as we reimagine our approaches to teaching and learning amidst a pandemic and during a time of physical distancing. Design/methodology/approach To make my argument that CRP is a frame for teaching that is based in a particular set of beliefs and ideologies, I draw on my experience as a K-12 educator, teacher educator, and education researcher. In addition, I ground my argument in the extant research on the intimate interrelationship between teachers’ beliefs about teaching, learning, themselves, and their students and the actions they take in the classroom. Findings In my discussion, I invite teachers to examine their beliefs, with the end goal of aligning these beliefs with those shared across the extensive scholarship on CRP. I argue that once educators have examined their beliefs with regard to teaching, learning and their students and aligned them with those presented in the literature on CRP, they will be in a better position to engage in online teaching that works toward achieving the seemingly elusive goal of educational equity. Furthermore, I make the argument that if we do not engage in this belief work prior to our transition to online instruction, we risk falling into online assimilationist practices that we know do not work and that reinscribe inequitable schooling experiences for our most marginalized students. Originality/value This paper will be useful for teachers and teacher educators who are committed to engaging in teaching (virtual, in-person, hybrid) during a time of collective crisis that is committed to bringing about educational equity. I present a new way of thinking about CRP as a set of beliefs and guiding questions to help educators align their beliefs with those presented in the literature on CRP.
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Buffington, Melanie, and Jolie Day. "Hip Hop Pedagogy as Culturally Sustaining Pedagogy." Arts 7, no. 4 (2018): 97. http://dx.doi.org/10.3390/arts7040097.
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This paper argues that Hip Hop Pedagogy is a version of Culturally Sustaining Pedagogy and should be a part of art education. Further, we believe that when exploring Hip Hop Pedagogy, teachers need to reference the work of Black female and non-binary artists. After an overview of Hip Hop Pedagogy and Culturally Sustaining Pedagogy, we argue that these approaches should be a consistent part of art education. Through the work of contemporary visual artist and DJ, Rozeal, we offer suggestions for art educators about how they might transition their practice to embrace some aspects of Hip Hop Pedagogy. Specifically, through sampling and the distinction of cultural appreciation versus appropriation, we believe that art educators can change their practice to make their teaching more relevant to their students and to contemporary culture.
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Gao, Jing. "Asian American Students’ Perceptions of Social Studies." International Journal of Multicultural Education 22, no. 3 (2020): 76. http://dx.doi.org/10.18251/ijme.v22i3.2515.
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This qualitative study explores Asian American high school students’ perceptions of social studies. The study finds that students affirm the value and significance of learning social studies. Their different interpretations of social studies further reveal that their social studies learning experiences have been influenced by their teachers’ beliefs and practices on social studies curriculum and instruction, and the interplay with students’ complex and multi-faceted identities. The findings of this study suggest a comprehensive and diversified curriculum and culturally relevant teaching in social studies.
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Lockhart, Kari, and Rachel U. Mun. "Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students." Gifted Child Today 43, no. 4 (2020): 231–38. http://dx.doi.org/10.1177/1076217520940743.
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Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.
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Olson, Jo Clay. "Book Review: An Ambitious Undertaking: Countering Mathematics and Science Teachers' Resistance to Teaching for Diversity: A Review of Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy." Journal for Research in Mathematics Education 40, no. 4 (2009): 466–72. http://dx.doi.org/10.5951/jresematheduc.40.4.0466.
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Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teachers who enacted a personal pedagogy that led to high achievement among African American students. Stories such as these provide insights and can lead teachers to change aspects of their teaching practice. At times, teachers may be transformed by these success stories and radically change their actions. However, when teachers enact a new practice without an ideological shift in beliefs, the change is often superficial and may not result in the desired vision (Ball, 1992; Cohen, 1990; Fennema & Nelson, 1997). The question arises, how can teacher educators and professional developers help both practicing and prospective science and mathematics teachers recognize the need for culturally relevant pedagogy when science and mathematics are often considered devoid of culture?
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Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.
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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.
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Wyatt, Tasha. "Understanding the Process of Contextualization." Multicultural Learning and Teaching 10, no. 1 (2015): 111–32. http://dx.doi.org/10.1515/mlt-2013-0026.
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AbstractThe literature on culture and education points to the importance of using students’ cultural knowledge in the teaching and learning process. While the theory of culturally relevant education has expanded in the last several decades, the practical implementation continues to lag far behind. This disparity points to the lack of tools and other resources available to assist teachers with implementation. By examining the practice of six teachers who scored high on a rubric measuring Contextualization, this pedagogical strategy was articulated into a three-step process. The findings indicate that the role of the teacher in guiding students through tasks that require cognitive processing has been missing from our understanding of this strategy. This study advances the practice of using culture in teaching by operationalizing how to use students’ cultural experiences to make academic connections.
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Cordeiro, Thais Lazaroto Roberto, and Juliano Mendes de Souza. "Tradução, validação e adaptação transcultural de instrumento para ensino de cricotireodostomia por punção." Espaço para a Saúde - Revista de Saúde Pública do Paraná 22 (June 25, 2021): 1–9. http://dx.doi.org/10.22421/1517-7130/es.2021v22.e769.
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Considering the fight against the pandemic of Covid-19, several skills have become essential for professionals working in emergency departments, including techniques for managing the airways and performing puncture cricothyroidotomy. The aim of the study was to translate, validate, and cross-culturally adapt a simulation guide for teaching the technical skill of puncture cricothyroidotomy. This is a methodological study, following the steps of translation, cross-cultural adaptation, and validation relevant to the method. The research produced a guide of simulated practice for teaching the skill of puncture cricothyroidotomy. It was concluded that the effectiveness of the realistic simulation methodology is aligned with the construction and validation of guides that lead to the practice in a standardized way, respecting all the steps of the method
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Guthrie, Kathy L., Tamara Bertrand Jones, and Laura Osteen. "The Teaching, Learning, and Being of Leadership: Exploring Context and Practice of the Culturally Relevant Leadership Learning Model." Journal of Leadership Studies 11, no. 3 (2017): 61–67. http://dx.doi.org/10.1002/jls.21547.
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Roehrig, Gillian H., Mia Dubosarsky, Annie Mason, Stephan Carlson, and Barbara Murphy. "We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers’ Inquiry-Based and Culturally-Relevant Science Teaching Practices." Journal of Science Education and Technology 20, no. 5 (2011): 566–78. http://dx.doi.org/10.1007/s10956-011-9295-2.
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Petrucka, Pammla M., Deanna Bickford, Sandra Bassendowski, et al. "Positive Leadership, Legacy, Lifestyles, Attitudes, and Activities for Aboriginal Youth: A Wise Practices Approach for Positive Aboriginal Youth Futures." International Journal of Indigenous Health 11, no. 1 (2016): 177. http://dx.doi.org/10.18357/ijih111201616017.
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<p>Adolescence is a dynamic and complex period in any society, but within the Aboriginal population this time is one of significant social pressures, critical decisions, and struggles to emerge healthy. The Positive Leadership, Legacy, Lifestyles, Attitudes, and Activities for Aboriginal Youth (PL<sup>3</sup>A<sup>3</sup>Y) project created youth and Elder teams to explore cultural practices that may inform the youth’s paths to living well. Using a community-based participatory research approach, Elder–youth dyads developed and delivered five modules to 78 students at a local elementary school in response to the research question: What are the critical components of a “Living Well” healing initiative for Aboriginal youth? Through a 4-step process that included engagement, module creation, co-delivery, and knowledge sharing, the project’s community-based research team innovatively and using culturally appropriate approaches brought forward critical topics of Leaders and Leadership, Legacy, Lifestyles, Attitudes, and Activities. Not only did the Elder–youth dyads develop a series of highly relevant, creative, useful products that were shared extensively with youth in the community, but the experience became a culturally appropriate leadership development opportunity for the youth researchers. The involvement of Elder–youth teams was a strength in linking past to present and in jointly envisioning a positive, healthier future for Aboriginal youth. With youth as co-researchers, the Elders as partners were highly effective in the development and delivery of culturally relevant teachings and knowledge that strengthened youth’s ability to achieve holistic personal and community wellness.<strong></strong></p>
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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee, and Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement." GATR Journal of Management and Marketing Review 1, no. 1 (2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).
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Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.
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Stewart, Jan. "The Relevance of the ‘Learning Styles Debate’ for Australian Indigenous Students in Mainstream Education." Australian Journal of Indigenous Education 30, no. 2 (2002): 13–19. http://dx.doi.org/10.1017/s1326011100001435.
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While there has been much debate (Christie et al., 1987; Eckermann, 1988; Kleinfield and Nelson, 1991; Gibson, 1993; Ulstrup, 1994; Guild, 1994; Nicholls et al., 1995) on the in-appropriateness of applying culturally descriptive ‘learning styles’ in meeting the educational needs of Indigenous students, the reality of the existence of individual life experiences of Indigenous Australians has often been overlooked. That omission diminishes the dominant role which socio-cultural considerations have taken in past colonising practices with the effects of those practices often having become transgenerational among individuals today. This paper attempts to move on from that debate, questioning the validity of a canon that could be accused of merely perpetuating colonial paradigms and failing to acknowledge the integrity of the individual. The importance of determining and establishing effective communication is the key in understanding, and catering for, differing educational approaches, in the past labelled teaching and learning ‘styles’. Consequently, cultural awareness which is inclusive of the diversity of Indigenous Australians is still necessary in opening and maintaining that communication between educational stakeholders in the school community.
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Idris, Khalid Mohammed, and Yonas Mesfun Asfaha. "Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (2019): 72–90. http://dx.doi.org/10.7577/njcie.3039.
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This article is based on 18-month participatory action research (PAR) project conducted with teachers and school leadership personnel with strong backing of the regional education office in one of the remote and most culturally diverse regions in Eritrea. It argues for a comprehensive understanding of managing a learning process in challenging circumstances of schooling. Qualitative analysis was used to interpret 14 semi-structured interview transcripts of project participants from two study schools. A framework for understanding teaching as the intersection of knowledge of learners, processes of teaching and learning and subject matter is used. The analysis based on the interview data, longer term engagements with participants and review of relevant documents enabled authors to synthesize views of participants into five main professional perspectives: need to overcome transitory nature of teachers, knowledge of learners, proactive guidance, professional commitment, collaborative practices. Those issues arguably constitute quality education in the study schools and beyond.
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Ngo, Bic, Cynthia Lewis, and Betsy Maloney Leaf. "Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs." Review of Research in Education 41, no. 1 (2017): 358–80. http://dx.doi.org/10.3102/0091732x17690122.
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In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue inquiry, cultural critique, and social action. In this review, we pay particular attention to literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.
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Beck, Sarah W. "Educational innovation as re-mediation: a sociocultural perspective." English Teaching: Practice & Critique 16, no. 1 (2017): 29–39. http://dx.doi.org/10.1108/etpc-07-2016-0085.
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Purpose The purpose of this theoretical essay is to discuss recent scholarship in sociocultural studies of literacy – including two recent books by Peter Smagorinsky (2011) and Luis Moll (2013) and recent articles by Gutierrez and Engestrom – and to synthesize ideas from this scholarship into a coherent lens for understanding innovations in language and literacy education and in education more broadly, when language is seen as the means through which transformation of thought is achieved. Design/methodology/approach This essay uses ideas from Vygotskian theory, as interpreted by Moll, Smagorinsky, Gutierrez and Engestrom, to re-conceptualize innovation – a theme of current importance in literacy education and indeed education broadly – as culturally mediated. The author discusses specifically two examples of recent innovations in educational practice – the notion of multiliteracies and approaches to teacher education based on hybrid activity settings that link researchers and teachers, university and school. Findings As this is not an empirical study, there are no findings per se. However, the author’s discussion of innovation through a sociocultural lens focuses on re-mediation and the deliberate, conscious setting of goals as a means for construction knowledge in, and about, innovations in literacy teaching and learning. Also, the author concludes the essay with several principles by which to evaluate innovations from a sociocultural perspective. Research limitations/implications This conceptual paper has the potential to contribute to new ways of applying sociocultural theory in literacy teaching and research, particularly research that involves the study of innovative, transformative practices in teaching and learning. Originality/value This essay offers a theory-driven reconceptualization of innovation for use in educational research and practice, which has a potential value as an antidote to shallow, narrow and/or prescriptive models of language and literacy innovations that are offered to practitioners. Put another way, it offers readers a new way to think about innovation in sustainable and culturally relevant terms.
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Souto-Manning, Mariana, and Ayesha Rabadi-Raol. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42, no. 1 (2018): 203–25. http://dx.doi.org/10.3102/0091732x18759550.
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In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.
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Aiello, Stephen, Claudio Aguayo, Norm Wilkinson, and Kevin Govender. "Developing culturally responsive practice using mixed reality (XR) simulation in Paramedicine Education." Pacific Journal of Technology Enhanced Learning 3, no. 1 (2021): 15–16. http://dx.doi.org/10.24135/pjtel.v3i1.89.
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The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk.
 Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community.
 This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR.
 The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987).
 Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to:
 
 Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own.
 
 
 Inform culturally-responsive teaching and learning in paramedicine education research and practice.
 
 
 Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.
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Neupane, Nabaraj. "Trajectories of Teacher Traits: Professional, Administrative, and Social Roles." Journal of Practical Studies in Education 1, no. 1 (2020): 1–5. http://dx.doi.org/10.46809/jpse.v1i1.7.
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Teaching in higher education has undergone numerous paradigm shifts from teacher-centred authoritative to learner-centredcritical and culturally responsive/relevant pedagogies. Further, single method-boundedness has been substituted by theintegration of pedagogies via eclecticism in the post-method contexts. Further, virtual learning and paperless classroom,which were not dreamed in the past, has become realistic because of the innovative practices in the domain of informationand communication technology in education in general and the pandemic situation created by COVID19 specifically. Theseshifts have sparked tremendous changes in the teaching field. Based on these presumptions, this article aims to envisageteachers’ multifarious roles to play and tasks to perform. To achieve this aim, I have adopted a document analysis methodthat lies within the typology of the qualitative approach. Moreover, I have found three main categories of teachers’ rolesincluding professional, administrative, and social. These roles present a portrait of wholistic teacher traits inside and outsidethe classroom. The study implies that teachers should be capable of negotiating their roles and tasks based on the contextsthey encounter.
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Pulla, Siomonn. "Mobile Learning and Indigenous Education in Canada." International Journal of Mobile and Blended Learning 9, no. 2 (2017): 39–60. http://dx.doi.org/10.4018/ijmbl.2017040103.
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M-Learning holds great potential for supporting the positive educational outcomes of underserved Indigenous communities in the Candian North, and even in urban centers, that are at risk of exclusion from affordable, high-quality learning experiences. The technical advantages of having mobile technology to deliver educational curricula and assess outcomes, however, must not overshadow the continuing need for culturally relevant teaching modalities that work for Indigenous learners. When used innovatively, mobile learning can be integrated successfully into a context of existing practices, beliefs, experiences, and values related to Indigenous epistemologies and pedagogies. These mobile technologies are not only helping Indigenous learners to develop new media aptitudes, they are providing an opportunity for learners and instructors to develop stronger links between formal and informal learning opportunities, building on the inherently mobile and contextual traditions of Indigenous peoples.
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Diehm, Emily A., and Alison Eisel Hendricks. "Teachers' Content Knowledge and Pedagogical Beliefs Regarding the Use of African American English." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 100–117. http://dx.doi.org/10.1044/2020_lshss-19-00101.
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Purpose In order to provide appropriate and effective assessment and instructional activities, teachers are encouraged to develop their cultural competency. Although speech-language pathologists (SLPs) receive training on the linguistic features of nonmainstream dialects of English, such as African American English (AAE), less is known about teachers' training, beliefs, and pedagogical knowledge surrounding this topic. Method Using stratified random sampling by county population, we invited educators within selected Ohio school districts to complete an online survey ( n = 17,548). The survey probed teachers' pre- and postservice training, beliefs, and knowledge of linguistic features and terminology relating to AAE. A total of 571 teachers completed at least 50% of the survey items (3.66% response rate). Results Few teachers report receiving training on AAE and demonstrated a limited grasp of linguistic terms commonly found in AAE literature; however, many teachers reported feeling confident in their abilities to identify features of AAE in written language tasks. In terms of school culture, teachers reported that they believed AAE to be more appropriate outside (rather than inside) the classroom, and only one third of teachers received resources to enhance their knowledge of the cultural and linguistic features of AAE. Conclusions Results suggest that teachers may benefit from increased access to training and materials to further develop their cultural competence. Given SLPs' familiarity with cultural and linguistic variability, SLPs may work to support teachers' cultural competence and encourage culturally appropriate assessment and intervention practices. Additional research is needed to determine how teachers' skills in these areas predict effectiveness/teaching ability and which factors are most important in the provision of culturally relevant instruction.
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Mohl, Emily K., Bethany M. Tritz, Ella B. Doud, Emilia G. Galchutt, and Michele J. Koomen. "Making Sense of Monarchs." American Biology Teacher 83, no. 7 (2021): 428–35. http://dx.doi.org/10.1525/abt.2021.83.7.428.
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We use the population decline of the monarch butterfly as a central phenomenon to support data analysis and scientific argumentation skills and to motivate inquiry and content learning in intermediate college-level biology courses. Students practice analyzing population trends, critically evaluate scientific articles that debate the causes and implications of those trends, and interpret data using key biological concepts in evolution and ecology. Students learn how to evaluate and reconcile conflicting information and use evidence and scientific reasoning to develop arguments about how communities should respond to the decline. Many of our students find the phenomenon engaging, probably because many of them come from the Upper Midwest and have witnessed or even reared monarch butterflies at home or in previous schooling. However, we draw upon ideas from culturally relevant science teaching to engage more of our students in critical analysis about the relevance of these topics to their communities, and we propose strategies for teaching about the monarch decline phenomenon in diverse contexts.
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Morales Cardenas, Reynaldo. "Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 3 (2020): 127–34. http://dx.doi.org/10.37467/gka-revedu.v8.2666.
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This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.
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Maftuchah, Farichatul, and Sidik Fauji. "THE CEREMONY BUKA LUWUR SUNAN KUDUS IN THE PERSPECTIVE OF THE STUDY OF ISLAMIC CULTURE." IBDA` : Jurnal Kajian Islam dan Budaya 18, no. 2 (2020): 271–87. http://dx.doi.org/10.24090/ibda.v18i2.3800.
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The teachings of Islam come from a single source, God the Al- mighty. However, the application of Islam in people’s lives has become very diverse because of the interaction between these teachings with the local culture and traditions of the adherents. The differences and diver- sity that arise in the practices of Islamic teachings, if not treated prop- erly, can lead to blaming other people’s practices of Islamic teachings. Buka Luwur Ceremony is a culture in the Kudus area, Central Java, which has interacted with Islamic values. Buka Luwur Ceremony aims to pray for the spirit of Sunan Kudus, and at the same time to commemorate his services for successfully spreading Islam in Kudus area. In addition, it is also intended to model the success of Sunan Kudus in laying the founda- tion in preaching. In Islamic teaching perspective, Buka Luwur ceremony is full of Islamic and cultural values relevant to be applied in the midst of radicalism. Buka Luwur ceremony is able to unite two different prin- ciples between Islam and the culture/traditions of society.
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Seema, Shahzadi, Amjad Reba, and Waqar Un Nisa Faizi. "Harnessing the New Modes of Learning: Teachers’ Perceptions and Classroom Assessment Practices for Students’ Over-all Development at Under Graduate Level in Khyber Pakhtunkhwa, Pakistan." Global Regional Review IV, no. III (2019): 37–44. http://dx.doi.org/10.31703/grr.2019(iv-iii).05.
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Currently, for improving students' learning, the focus is made solely on teaching strategies whereas assessment is practiced just for auditing and overlooks the improvement in students' learning. To this effect, a qualitative approach is executed to showcase teachers' perceptions regarding the use of classroom assessment practices for students' overall development. The sample of the study comprises 20 teachers, randomly selected, from five public sector universities in Khyber Pakhtunkhwa, Pakistan. Relevant data were collected through semi-structured interview schedules while analyzed by adopting thematic approach. Cultural sensitivity was ensured during data collection process. The results revealed that teachers strongly asserted the use of classroom assessment practices for students' overall development. Teachers' emphasized that there is a need to equip the students with life-essential skills as the more students participate in classroom assessment practices, the more they will be able to develop skills and perform effectively in a real-life situation.
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Hensley, Matthew A. "“Getting freaky with the founders”." Social Studies Research and Practice 14, no. 1 (2019): 28–39. http://dx.doi.org/10.1108/ssrp-07-2018-0029.
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Purpose The purpose of this paper is to share with social science educators a coherent framework for implementing Hamilton: An American Musical into their classrooms, while also supporting the wider objective of leveraging music to foster disciplinary literacy skills and culturally relevant practices. The framework is a construct that draws on author’s previous teaching experience and its purpose is to inform and support teachers’ practice. Design/methodology/approach The author first highlights literature focused on the effectiveness of using music in the social science classroom as a response to author’s own teaching experience using Hamilton: An American Musical, then hones in on the impact of hip-hop music specifically. Finally, the author unites Pellegrino’s (2013) models (close reading, inquiry, student discovery and creative development) to songs from Miranda’s Hamilton to provide pedagogical strategies and examples that are ready to be implemented in the Secondary US History Classroom. Findings Lin Manuel Miranda’s portrayal of Hamilton and his historical compatriots as ethnically diverse, combustible and provocative figures bring to life experiences that are unexpectedly and uniquely American, connecting with current generations, while remaining anchored in history (Mason, 2017). The success and relatability of Miranda’s Hamilton and this time-warped story of the founding fathers has led social studies teachers to explore ways to use the music, dialogue and messages in their classrooms. Originality/value While many lesson examples related to Lin Manuel Miranda’s Hamilton have proliferated online, there remains a lack of pedagogical coherence to help teachers extend this work as part of a larger framework of practice designed to support teaching and learning through music. The author strives to provide social science educators a strategic, adaptable and ready-to-use framework for implementing Miranda’s Hamilton: An American Musical into their classrooms.