A Review of: “White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism”

Friend, Jennifer

doi:10.1080/00131940701634718

Cited by 23 publications

(35 citation statements)

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“…Scholars outside of STEM education have demonstrated the potential of using equity pedagogies with minoritized youth for some time. Research suggests this is because educators often find it easier to connect social justice issues to ELA and social studies curricula and content than to STEM content (Ladson-Billings, 2006;Sleeter, 2012;Young, 2010). However, scholars in mathematics and science education were among the first STEM education researchers to pursue this line of research (e.g., Bryan & Atwater, 2002;Calabrese Barton, 2003;R.…”

Section: Equity Pedagogies In Stem and Cs Education: If Not Now When?mentioning

confidence: 99%

“…The main tenets of CRP are (a) all students need to have academic success (both achievement and learning), so teachers must have high expectations for all students; (b) teachers support students' development and maintenance of cultural competence by utilizing students' culture for learning and helping them develop cultural capital to succeed in the dominant culture; and (c) teachers plan and facilitate learning experiences to further develop students' critical consciousness, including awareness of societal and schooling inequities and challenging the status quo (Ladson-Billings, 1995. Ladson-Billings (2006 emphasizes the importance of each aspect of CRP, noting that teachers must give equal attention to each component to implement culturally relevant teaching with fidelity. Furthermore, there is no one particular way that teachers should use CRP in their classrooms.…”

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

“…Furthermore, there is no one particular way that teachers should use CRP in their classrooms. Rather, the emphasis is on how the teacher thinks about their students (Ladson-Billings, 2006) and each teacher will have their own version of how the theory is enacted in the classroom (Abt-Perkins, 2011). The culturally relevant teacher recognizes they are preparing students to think critically and be "highly competent" in order to deal with inequities in our world and moves from feeling sympathy for her students to being empathetic with them (Ladson-Billings, 2006, p. 30).…”

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

“…The culturally relevant teacher recognizes they are preparing students to think critically and be "highly competent" in order to deal with inequities in our world and moves from feeling sympathy for her students to being empathetic with them (Ladson-Billings, 2006, p. 30). They also show their students they genuinely care for them (Ladson-Billings, 2006), reject deficit-model thinking about minoritized students (T. Howard, 2003Howard, , 2012Ladson-Billings, 2006), and view students' cultural practices as resources for learning (T. Howard, 2003).…”

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

“…Geneva Gay (2000) defines culturally responsive teaching as situating the lived cultural experiences, characteristics, and perspectives of ethnically diverse students as a primary channel to inform effective teaching. Culturally relevant pedagogy refers to the theoretical framework whereas culturally relevant teaching refers to teaching practices that are grounded in the theory (Ladson-Billings, 2006;Milner, 2011). Some researchers also refer to this as culturally responsive teaching (Gay, 2000).…”

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

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Engaging Equity Pedagogies in Computer Science Learning Environments

Madkins

Howard

Freed

2020

Journal of Computer Science Integration

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In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.

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Section: Equity Pedagogies In Stem and Cs Education: If Not Now When?mentioning

confidence: 99%

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

Section: Culturally Relevant Pedagogy (Crp)mentioning

confidence: 99%

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Engaging Equity Pedagogies in Computer Science Learning Environments

Madkins

Howard

Freed

2020

Journal of Computer Science Integration

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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection

2017

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We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students'

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Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions

Shultz

Nissen³

et al. 2023

Int. J. Res. Undergrad. Math. Ed.

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Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students’ experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors’ perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors’ hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students’ informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers.

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A Review of: “White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism”

Cited by 23 publications

References 0 publications

Engaging Equity Pedagogies in Computer Science Learning Environments

Engaging Equity Pedagogies in Computer Science Learning Environments

“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection

Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions

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