Discovering the Roadblocks: Culturally Relevant Dispositions among Preservice Teachers

Harrison, Dorian; Brown, Cory

doi:10.1177/00420859221140396

Cited by 1 publication

(11 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Best practices for incorporating diverse lived experiences and identities using culturally relevant pedagogy in sustainability education Incorporating diverse lived experiences and identities using CRP in sustainability education calls for a series of several best practices. The first practice is the incorporating a variety of perspectives in the curriculum, which involves readings, discussions and assignments that tackle viewpoints on sustainability (Aronson and Laughter, 2016;Burgess et al, 2018;Harrison and Brown, 2022;Lozano et al, 2017;Samuels, 2018;Seatter and Ceulemans, 2017). By doing so, students can develop cultural competencies and global citizenship.…”

Section: Literature Review Sustainability Education and Cultural Dive...mentioning

confidence: 99%

“…Applying CRP in sustainability education offers several benefits. First, it provides a comprehensive understanding of sustainability challenges by incorporating diverse perspectives (Aronson and Laughter, 2016; Burgess et al , 2018; Harrison and Brown, 2022; Lozano et al , 2017; Samuels, 2018; Seatter and Ceulemans, 2017). Second, it enhances cultural competence and inclusivity (Aronson and Laughter, 2016; Burgess et al , 2018; Harrison and Brown, 2022; Lozano et al , 2017; Samuels, 2018; Seatter and Ceulemans, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Another important practice is collaborative learning. This involves creating group projects and assignments, promoting cultural competence and a multiperspective understanding of sustainability (Aronson and Laughter, 2016; Burgess et al , 2018; Harrison and Brown, 2022; Lozano et al , 2017; Samuels, 2018; Seatter and Ceulemans, 2017). Collaborative learning can be a platform for students to share their personal experiences, making learning inclusive.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Engaging students in real-world sustainability scenarios is also beneficial. Opportunities like internships, service-learning and research project can help them develop critical thinking and a deeper understanding of sustainability issues (Aronson and Laughter, 2016; Burgess et al , 2018; Harrison and Brown, 2022; Lozano et al , 2017; Samuels, 2018; Seatter and Ceulemans, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This means ensuring open communication, safety and inclusivity in the classroom. In this setting, cultural diversity is not just acknowledged but used as a beneficial factor in promoting sustainability (Aronson and Laughter, 2016; Burgess et al , 2018; Harrison and Brown, 2022; Lozano et al , 2017; Samuels, 2018; Seatter and Ceulemans, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

The importance of incorporating lived experience and identity in promoting cultural diversity and sustainability in community college and education: a case study of Community College of Allegheny County

Matu,

Perez-Johnston

2023

IJSHE

View full text Add to dashboard Cite

Purpose The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC). Design/methodology/approach A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings. Findings The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified. Research limitations/implications The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources. Practical implications This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment. Social implications The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all. Originality/value This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

show abstract