Developing Teachers' Cultural Competence: One Teacher Educator's Practice of Unpacking Student Culturelessness

Ukpokodu, Omiunota Nelly

doi:10.1080/01626620.2011.627033

Cited by 38 publications

(15 citation statements)

References 13 publications

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“…Several studies found that some participants avoided or resisted fully engaging in these difficult conversations (Aujla-Bhullar, 2011; Colombo, 2007;Johnson & Fargo, 2014;McCulloch & Marshall, 2011;Prater et al, 2008;Watkins & Noble, 2016;Wiseman & Fox, 2012;Zozakiewicz & Rodriguez, 2007). Researchers of the NMD program found that when teachers were not drawing superficial connections between race and culture, they were often taking a colorblind perspective out of discomfort with explicit discussions of race (McCulloch & Marshall, 2011; see Wiseman &Fox, 2012, andZozakiewicz &Rodriguez, 2007, for additional examples of resistance and denial as responses to multicultural PD).…”

Section: Outcomes For Teachersmentioning

confidence: 99%

“…In the studies reviewed here, participants were prompted to reflect on their own identities, their attitudes toward difference, and their responses to entrenched societal problems, such as racism, sexism, linguicism, and ableism. In several cases these conversations produced silence or resistance, or in other ways failed to transform teaching practices (Aujla-Bhullar, 2011;Brown & Crippen, 2016;Colombo, 2007;Watkins & Noble, 2016;Wiseman & Fox, 2012). Only one study (i.e., Molle, 2013) closely analyzed how the PD facilitator responded to tensions arising from ideological differences; however, that study did not examine the perspectives or practices of participants afterward.…”

Section: Silence Resistance and Awareness Of Social Structuresmentioning

confidence: 99%

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Multicultural Education Professional Development: A Review of the Literature

Parkhouse

Massaro

2019

Review of Educational Research

116

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When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

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Section: Outcomes For Teachersmentioning

confidence: 99%

Section: Silence Resistance and Awareness Of Social Structuresmentioning

confidence: 99%

Multicultural Education Professional Development: A Review of the Literature

Parkhouse

Massaro

2019

Review of Educational Research

116

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“…Although research has been engaging with preservice teacher development broadly, it continues to be a growing issue what kind of initial teacher education could support preservice teacher learning for diversity and social justice (Castro, ; Race, ). Previous studies have shown the importance of not only the content material of multicultural modules, but also the teaching/learning methods applied (Brown, ; Ukpokodu, ; Acquah & Commins, ) in order to develop preservice teachers’ knowledge, skills and dispositions to teach in diverse contexts. It seems that courses which apply experiential learning shape positively preservice teachers’ diversity beliefs (Acquah & Commins, ; Civitillo et al ., ), even though little is known about their long‐term effects and impact on actual pedagogical practice (Bottiani et al ., ).…”

Section: Multicultural Education Courses and Preservice Teacher Learningmentioning

confidence: 99%

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

Acquah

Szelei

Katz

2019

British Educational Res J

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Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers' learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers' awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.

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“…Whereas cultural relevance may be established differently depending on the program and community, existing literature suggests that there are strategies to enhance cultural relevance that relate to active self-reflection and engagement with community members (e.g., Browne et al, 2009;Tervalon & Murray-Garcia, 1998;Ukpokodu, 2011).…”

mentioning

confidence: 99%

“…Iterative and on-going reflection has been recommended to practice cultural humility, or constantly exploring one's position in a community context (Tervalon & Murray-Garcia, 1998). Ukpokodu (2011) explored strategies for developing cultural competence among teachers in order to enhance students' activities and behaviors to function in different cultural contexts and build positive relationships. Similar to previous literature, self-reflection, awareness of assumptions and expectations, and a critical reflection of how assumptions fit within larger social and cultural institutions was recommended as an on-going process.…”

mentioning

confidence: 99%

Considering culturally relevant practices and knowledge-sharing when creating an activity-promoting community research agenda

Coppola

McHugh

2016

Sport, Education and Society

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The purpose of the article is to discuss and reflect upon a process of building relationships and conducting community consultations to co-create a relevant community-based participatory research agenda exploring Indigenous youth activity-promoting programming. Four consultations were conducted with approximately 30 community members in Edmonton, Alberta to relevantly and respectfully engage Indigenous Peoples and community members in discussions about Indigenous youth activity-promoting programming. A research question was created from the community consultations to inform relevant knowledge generation. A research agenda was also created with community members to inform future community engagement in the research. We reflect upon our process and discuss the strengths, challenges, and recommendations of incorporating culturally-relevant practices and sharing knowledge within and outside of the community group. This work contributes to literature enhancing relevant and respectful methodological and relational research practices with Indigenous Peoples and communities. INDIGENOUS YOUTH ACTIVITY-PROMOTING PROGRAMMING 3Considering Culturally-Relevant Practices and Knowledge-Sharing when Creating an Activity- Promoting Community Research AgendaThe role of sport in affirming Indigenous cultures and identities has been documented in the sport literature, and research has demonstrated the role of sport for the holistic development and overall health of Indigenous 1 youth (Forsyth & Wamsley, 2006;Hanna, 2009). Specifically, scholars have indicated that sport may be one of the "most salient mediums for recapturing spirits" among Aboriginal 2 Canadians (Forsyth & Wamsley, 2006, p. 294) and may positively impact the physical, mental, and emotional health of Aboriginal youth (Hanna, 2009). Sport is just one of the many forms of physical activity that can contribute to health. For instance, the Alberta Indigenous Games Resource Manual for Walking in Balance (2013) reports Indigenous community members' support of a holistic approach to youth development and leadership in areas such as sport and activity. Several Indigenous athletes, such as Olympic medalists Billy Mills and Waneek Horn-Miller, and high-school scholar athlete Sheridan Fox-Many Grey Horses, were featured in the Alberta Indigenous Games Resource Manual, and shared sport and activity experiences in their lives. These athletes discussed the role of others, as well as culture and traditions, in holistic development and activity promotion. For instance, Fox-Many Grey Horses competes nationally in rodeo, barrel racing, and breakaway roping and has excelled in both high school academics and athletics. She discussed the inspiration of her aunties, parents, and grandparents who supported and encouraged her to achieve her full potential. Waneek Horn-Miller discussed the role of traditions and culture in enhancing her sport experience. She said:1 The term "Indigenous" is capitalized when referring to Indigenous Peoples, who are native to a land (NAHO, 2012) and r...

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Developing Teachers' Cultural Competence: One Teacher Educator's Practice of Unpacking Student Culturelessness

Cited by 38 publications

References 13 publications

Multicultural Education Professional Development: A Review of the Literature

Multicultural Education Professional Development: A Review of the Literature

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

Considering culturally relevant practices and knowledge-sharing when creating an activity-promoting community research agenda

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