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1.
In this study, two middle‐school teachers who participated in a professional development program utilizing the transformative professional development (TPD) model are followed as they embarked upon becoming culturally relevant science teachers of Hispanic students. Using Ladson‐Billings (1994) theory of culturally relevant pedagogy, teacher interviews, focus groups, journals, and field notes are examined to reveal aspects of culturally relevant pedagogy that the participants translate into their daily science instructional practice in this longitudinal case study. Findings revealed TPD enabled participants to transform their practice to focus on culturally relevant science pedagogy resulting in a more effective instructional environment for their Hispanic students. Implications for further research on professional development and other supports for teachers integrating culturally relevant pedagogy are discussed. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 170–198, 2011  相似文献   

2.
The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize culturally relevant pedagogy and to integrate into their classroom instruction elements of the local border community, and of the Latin American, Latino, and Mexican American experience. Findings confirmed that structural factors such as mandated curriculum standards, adopted textbooks, and high-stakes tests all serve to limit the teachers’ ability to integrate the Latino and minority experience into their classroom narrative. Although most teachers expressed support for the inclusion of Latino history, in actual practice they reported having insufficient time, training, or resources to adequately do so. The implications that Latino curricular exclusion has for students on the border are also discussed.  相似文献   

3.
In this article, we examine urban teachers’ perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy and mandated school reforms: (1) Teachers’ use of CRP to empower urban students; (2) Teachers’ beliefs that SRMs hurt African American students more than help them; (3) Teachers’ adaptations of SRMs with culturally relevant practices. Finally, this article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the implementation of SRMs.  相似文献   

4.
In an attempt to confront monolithic perceptions of achievement and an educational narrative that defines communities of Color by their supposed deficits, the current study presents asset mapping as an example of culturally relevant pedagogy in action. Asset mapping is a pedagogical tool for students to visually represent personalized stories of their cultural assets and participate in a community-based gallery walk to showcase their maps. Interviews and focus groups with third- and sixth-grade teachers and students from an urban public school revealed learning about self, learning about others, and building community as emergent themes after completing the project. We present these themes and discuss asset mapping as a possible model for strength-based pedagogy that centers the lived experiences of students, their families, and their shared stories in classroom curriculum.  相似文献   

5.
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives and their communities. Using mixed methods, we analyzed the pre- and postassessments and final projects of 25 high school students to investigate what students learned from their experience. We also analyzed the data from video case studies to begin to understand how learning was organized. Our qualitative analysis revealed several tensions that emerged between the goals and norms of our instantiation of a culturally relevant pedagogy and the goals and norms of our mathematics pedagogy. We argue that how these tensions are navigated mediate what opportunity students have for learning statistics. This article provides some considerations and lessons learned that may help inform both teachers who wish to rethink their mathematics pedagogy, and the designers who wish to create culturally relevant curricula.  相似文献   

6.
Howard  Tyrone C. 《The Urban Review》2001,33(2):131-149
An increasing amount of scholarship has documented the salience of culturally relevant teaching practices for ethnically and linguistically diverse students. However, research examining these students' perceptions and interpretations of these learning environments has been minimal at best. In this article, the author details the findings from a study that sought to assess African-American elementary students' interpretations of culturally relevant teachers within urban contexts. Student responses indicated that culturally relevant teaching strategies had a positive affect on student effort and engagement in class content and were consistent with the theoretical principles of culturally relevant pedagogy. The qualitative data revealed three key findings that students preferred in their learning environments (1) teachers who displayed caring bonds and attitudes toward them, (2) teachers who established community- and family-type classroom environments, and (3) teachers who made learning an entertaining and fun process.  相似文献   

7.
In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students’ dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors’ findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students’ lived experiences.  相似文献   

8.
This paper examines two Anglo teachers' understanding of their praxis as they attempted to present a culturally‐relevant physical education programme to a class of African‐American 6th‐grade students. In this case, the content was ‘stepping’, a branch of the African‐American vernacular dance tree. Five specific themes emerged: teacher apprehension; concerns about teacher legitimacy; resolution of apprehension and concerns; the unique nature of the content; and continual ethical uneasiness. The teachers expanded their understanding of praxis beyond thinking, acting, and reflecting to consider the political and social aspects that impact curriculum, pedagogy, and students.  相似文献   

9.
In this article, we present a synthesis of classroom-based research on the implementation of culturally relevant pedagogy. We examine 45 classroom-based research studies from 1995 to the present, highlighting culturally relevant pedagogy as enacted in classrooms. In the final section we address a few conundra and unanswered questions stemming from the research. By describing and synthesizing how others have operationalized culturally relevant pedagogy in the classroom, we offer illustrative discussion points that will assist preservice teachers, experienced teachers, and teacher educators in developing a more holistic understanding of what culturally relevant pedagogy “looks like” in classrooms.  相似文献   

10.
This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.  相似文献   

11.
Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.  相似文献   

12.
This study illustrates the ways in which the practices of two instructors in an arts-based, after-school literacy program serving Somali youth provide insights for teaching urban immigrant students. It draws on a qualitative self-study that examines the experiences and practices of the researchers in the development and implementation of a program called Pen 2 Paper 2 Power. It illuminates the difficulties of using culturally relevant pedagogy with immigrant youth, given the complexity of immigrant youth cultures, formed at the intersection of ethnic culture, youth culture, and popular culture. The research also examines the pedagogical implications of practicing culturally relevant hip-hop pedagogy with urban immigrant youth.  相似文献   

13.
Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children’s preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.  相似文献   

14.
This three year study of P-12 professional development is grounded in sociocultural theories that hold that building knowledge and relationships among individuals from different cultural backgrounds entails joint activity toward common goals and cultural dialogues mediated by cultural translators. Sixty P-12 pre and in-service teachers in a year long interdisciplinary science curriculum course shared the goal of developing culturally relevant, standards-based science curricula for Native Hawai'ian students. Teachers and Native Hawai'ian instructors lived and worked together during a five day culture-science immersion in rural school and community sites and met several times at school, university, and community sites to build knowledge and share programs. Teachers were deeply moved by immersion experiences, learned to connect cultural understandings, e.g., a Hawai'ian sense of place and curriculum development, and highly valued collaborating with peers on curriculum development and implementation. The study finds that long term professional development providing situated learning through cultural immersion, cultural translators, and interdisciplinary instruction supports the establishment of communities of practice in which participants develop the cross-cultural knowledge and literacy needed for the development of locally relevant, place and standards-based curricula and pedagogy.  相似文献   

15.
This empirical study uses content and frequency analysis to investigate how the Big History Project (BHP) online curriculum represents different racial and cultural groups within its units fusing science and history. The prevalence of a Western Civilizations perspective in curricula offers a challenging irony: that world history could be culturally irrelevant, or inaccurate, for non-Europeans. Drawing on Indigenous, postcolonial and critical social studies scholarship, this study offers a new framework identifying five attributes of a Eurocentric World History curriculum and uses it to analyze BHP. Findings reveal that BHP materials promote Eurocentrism through its content and source selections, across all five attributes of the framework. Implications for curriculum and pedagogy in the social and natural sciences are discussed.  相似文献   

16.
Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.  相似文献   

17.
Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.  相似文献   

18.
Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as adivinanzas and dichos in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science objectives with adivinanzas and expressed the advantages of using these culturally responsive tools to introduce and summarize science concepts as they implemented lessons during field experience.  相似文献   

19.
This article describes the process of using African American children's literature through culturally relevant pedagogy. It chronicles how two teachers carefully plan a lesson using the literature, and then describes how one of the teachers enacts the lesson using pedagogy relevant to her students' cultural background. A framework that focused on the cultural patterns of the students' lives was used to help guide the planning process. The components of the lesson include a prereading activity, read aloud, group discussion, journal writing, and a follow-up activity. In the end, the teachers found that tailoring instruction to fit the textual, social, cultural, and personal lives of their students is largely about seeing pedagogy through the norms and practices of their students' lives.  相似文献   

20.
Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may even serve to challenge students’ cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in science education to the field of multicultural education would buttress efforts to reach underrepresented student groups in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing science through instruction in NOS may support Latino, African American and English language learning students in science learning.  相似文献   

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