Culturally Responsive Pedagogy: Teaching Like Our Students’ Lives Matter

Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development

“…Many researchers who examine teacher education issues have written about the need to support teachers as they explore their own racial and cultural experiences, critically examine the ways those experiences impact their assumptions, values, and beliefs, and then disrupt or shift their understanding of how systems of oppression impact students and school in order to change institutionalized systems of oppression (Cochran-Smith 2004;Garcia et al 2010;Gay 2010;Ladson-Billings 2008;Pugach et al 2012;Taylor and Sobel 2011;Zion and Blanchett 2011). One of the core skills, then, that teachers must have is that of a critical pedagogy that support students in challenging traditional beliefs about schooling practices by emphasizing a commitment to: (1) constructing knowledge through shared power and voice between students and teachers; (2) challenging the hegemonic or ''common sense'' notions of what school is and should be; and, (3) sharing control of the curriculum and pedagogy of the classroom.…”

Lærerstudenters kommentatorkompetanse om flerkultur og undervisning av flerspråklige elever drøftet i lys av kritisk multikulturalisme

“…Hvordan laerere/laererstudenter oppfatter eller anvender kulturbegrepet, vil også ha innflytelse på deres undervisning (Gay, 2002;Taylor & Sobel, 2011). Derfor vil utsagn knyttet til kultur vaere sentralt for analysen, i tillegg til hvilke begreper som blir brukt når en snakker om elever.…”

Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I

“…Culturally responsive teaching is grounded in Vygotsky's sociocultural theory, which explains how culture is a factor in the learning process. The Vygotsky's theory defines learning as gathering knowledge to be used later for thinking, and it also assumes that the development of a child cannot be isolated from the surrounding environment (Taylor & Sobel, 2011). Students bring to the classroom their own knowledge and understating of the world around them as they see it through their own cultural lens.…”

“…Although the demographics of students in K-12 public school continue to change and become increasingly diverse (Cochran-Smith, 2004;Ford, 2012), the demographics of teachers in K-12 public schools continue to remain static (Utley, Obiakor, & Bakken, 2011;Shealey, McHatton, & Wilson, 2011). As noted in Taylor and Sobel (2011), 75% of all teachers are women and 83% are Non-Hispanic White native-English speakers. The fact that teachers and CLD students do not share cultural background, socio-economic level, and in many cases even the language, increases a disconnect between teachers and students (Cartledge & Kourea, 2008).…”

“…Schools need to intervene effectively to reduce the risk of academic failure, drop out, and even inappropriate placement of students in special education programs (Cartledge & Kourea, 2008). Students who reach academic success have the opportunity to graduate successfully from high school, attain well-paying jobs, attend institutions of higher learning, and ultimately improve their quality of adult life (Moses & Cobb, 2001;Paul, 2005;Taylor & Sobel, 2011;Ukpokodu, 2011).…”