But that's just good teaching! The case for culturally relevant pedagogy

Ladson‐Billings, Gloria

doi:10.1080/00405849509543675

Cited by 2,073 publications

(1,504 citation statements)

References 15 publications

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“…There is little research about whether particular techniques or cooperative activity structures are best suited to particular groups of students. While some have argued that culturally relevant pedagogy seems like 'just good teaching' (Ladson-Billings, 1995) and what is necessary for some students is probably beneficial for all (Hitchcock, Meyer, Rose, & Jackson, 2002), there are particular issues that arise in classrooms in which privileged students mingle with marginalized students.…”

Section: Ideas and Identities 41mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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Section: Ideas and Identities 41mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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“…This work has had a variety of labels including, 'culturally appropriate' (Au & Jordan, 1981), 'culturally congruent' (Mohatt & Erickson, 1981), 'culturally responsive' (Cazden & Leggett, 1981;Howard & Terry, 2011) and 'culturally compatible' (Jordan, 1985;Vogt et al, 1987). According to Gay (2000) and Ladson-Billings (1995), there is tremendous value in nontraditional knowledge that backs societal structures through research, theory and practice. Furthermore, the UCLA Center X has documented that 'Culture matters when it comes to teaching and learning.…”

Section: Ethnomathematics and Culturally Responsive Pedagogymentioning

confidence: 99%

Pacific ethnomathematics: pedagogy and practices in mathematics education

Furuto

2014

Teaching Mathematics and its Applications

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“…On the other hand, for most scholars [37,39,[44][45][46], humanizing pedagogy means aiming to "develop the whole person (in contrast to only developing their knowledge/skills in one particular discipline), and their awareness of self in relation to others and context"; recognizes the importance of, "the students' background and knowledge, culture, and life experiences and creates learning contexts where power is shared by students and teachers" [47]. In the same vein, Wood [48] observes that "a humanizing pedagogy informs us that we can learn from those we may deem to be inferior and furthers the wellness of all human beings, rather than only transferring academic knowledge" (p. 832).…”

Section: Paulo Freire's Humanizing Pedagogymentioning

confidence: 99%

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Pitsoe¹,

Letseka²

2016

Virtual Learning

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Quality assurance, as the fundamental pillar of higher education development, continues to remain an integral part of the e-learning process. Most importantly, it influences reforms in higher education institutions globally. This chapter departs on the assumptions that (1) quality assurance, as power relations construct, is not free from cultural hegemony and (2) quality assurance in virtual learning environments should be guided and informed by Paulo Freire's humanizing pedagogy. In this chapter, we shall argue that quality assurance is both a philosophical problem and a policy imperative that is critical for the internationalization and globalization of higher education, more specifically virtual learning environments. We will further argue that the emphasis placed on the importance of quality assurance in virtual learning practices has been blind-spotted by the fact that quality assurance can be viewed as agent of cultural hegemony and cultural reproduction of capitalist societies. While we agree with all the positive elements attributed to quality assurance in virtual learning, we argue that they should be characterized by humanizing pedagogy and the international dimension (exchange of knowledge and interactive networking) and cultural hybridity.

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But that's just good teaching! The case for culturally relevant pedagogy

Cited by 2,073 publications

References 15 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Pacific ethnomathematics: pedagogy and practices in mathematics education

Quality Assurance in Virtual Learning Environments for Open Distance Learning

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