A Dream Deferred: A Retrospective View of Culturally Relevant Pedagogy

Seriki, Vanessa Dodo; Brown, Cory

doi:10.1177/016146811711900101

Cited by 8 publications

(11 citation statements)

References 17 publications

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“…Reviewed in more detail below, these beliefs include holding high expectations of students' capabilities and understanding race as an important aspect of individual identity and sociocultural importance. Seriki and Brown (2017) equate this set of beliefs to a "culturally relevant disposition" (p. 3). Importantly, however, other scholars of asset-based and CR pedagogies also highlight that a key aspect of successful CR teaching is teachers' beliefs about their own capabilities of engaging in CR teaching-their CR self-efficacy (Gay, 2010(Gay, , 2018Siwatu, 2007).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Comstock

Litke

Hill³

et al. 2023

AERA Open

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Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers ( N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.

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Section: Conceptual Frameworkmentioning

confidence: 99%

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Comstock

Litke

Hill³

et al. 2023

AERA Open

View full text Add to dashboard Cite

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“…They find that practitioners regularly lack understanding of how to move from surface-level understandings of culture to effectively apply and sustain CRSE in their everyday practice. In response, Seriki and Brown (2017) argue that educators must shift from a focus on simply "ways of doing" cultural responsiveness toward "ways of being" culturally responsive, which require a critical view of educational inequality and deeper commitment to the political and civic goals of CRSE. Likewise, Paris and Alim (2014) argue that educators must go beyond bringing students' cultural resources to classrooms and instead must work to sustain and develop nondominant students' cultural backgrounds, which have been subject to oppression and marginalization.…”

Section: Crse Approachesmentioning

confidence: 99%

Toward a Class-Conscious Approach to Cultural Responsiveness

Leo

2023

Educational Researcher

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The last several decades have seen a growth in scholarship and application of culturally responsive and sustaining educational (CRSE) approaches in schools serving youth of color. A growing body of research has shown how CRSE serves as an effective strategy to engage students of color, combat pernicious stereotypes, and improve academic outcomes. Notwithstanding these important contributions, CRSE scholarship and practice have not fully explored the significance of social class, despite its long-standing correlation with academic performance, deep connections to identity, and relationship to race and racialization. Drawing on lessons gleaned from ethnographic research, which has demonstrated the importance of social-class analyses, this essay calls for a greater emphasis on and recognition of class in CRSE methods and application. As one of the most prominent and useful sets of pedagogical strategies used in education today, CRSE stands to benefit from a wider inclusion of social class, an addition that would have important ramifications for practitioners and scholars seeking to effectively educate historically marginalized populations. A deeper understanding of the significance of class could also help educators and scholars avoid perpetuating pernicious cultural stereotypes, such as the model minority myth and the culture of poverty. However, a class-conscious addition to CRSE must also maintain its anti-deficit perspective to avoid essentialist views about working-class youth.

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“…The mathematics education research field recommends multiple support mechanisms concerning best practices in math education such as what to teach in mathematics, how to teach, and teacher preparation on both Ferrini-Mundy et al, 2007;National Council of Teachers of Mathematics [NCTM], 2012; National Mathematics Advisory Panel [NMAP], 2008;Wright et al, 2017). Further, the literature suggests that students should learn conceptual and skills-based mathematics, with the use of a problem-centered teaching approach; and constructivist tasks, for example, using manipulatives, may further promote this conceptual learning within problem-centered structures (Fantuzzo et al, 2012;Ferrini-Mundy et al, 2007;Gillies, 2011;Morin & Samelson, 2015;NMAP, 2008;Seriki, 2018;Trafton & Midgett, 2001;. Pedagogy that incorporates peer assistance may effectively facilitate conceptual learning; and through sharing ideas, as students realize that there are multiple ways to approach a problem.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

2021

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The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students’ regularly assigned teachers. Teachers in two experimental conditions received training on implementing communally or individually structured fractions curricula, and a naturalistic control was included whose participants did not receive the intervention. Findings revealed that students in the communal condition outperformed those who learned individually, and students in both intervention conditions outperformed those in the naturalistic control group. Survey of communal home-socialization obtained a relationship with identifying fractions performance. Implications for facilitative effects of culturally informed learning environments and teacher training toward enhanced academic achievement are discussed.

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A Dream Deferred: A Retrospective View of Culturally Relevant Pedagogy

Abstract: What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? —Langston Hughes (1951)

Cited by 8 publications

References 17 publications

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Toward a Class-Conscious Approach to Cultural Responsiveness

Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

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