Evaluating the Development of Culturally Relevant Teaching

Groulx, Judith G.; Silva, Cecília

doi:10.1080/15210961003641120

Cited by 31 publications

(20 citation statements)

References 29 publications

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“…Also, the views expressed by school actors in Greece are similar to suggestions and ideas stated by in-service teachers in other countries which had faced migration challenges at an earlier stage. Indeed, student teachers' preparation for teaching in multicultural classes is a core issue in their undergraduate education which is associated with relevant education programmes based on transformative goals of multicultural education (Wells 2008) as well as experiential programs which target to raise teachers' prejudice and cultivate, instead, beliefs favourable to diverse student populations and create a frame for culturally relevant teaching (Groulx and Silva 2010).…”

Section: Discussionmentioning

confidence: 99%

How ‘intercultural’ is education in Greece? Insights from policymakers and educators

Palaiologou

Faas

2012

Compare: A Journal of Comparative and International Education

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Schools in Greece, particularly in inner-city areas, have seen a considerable increase in the number of migrant students over the past two decades. In this article, we discuss the intercultural education policy, which was introduced in 1996, in response to the migration and diversity the country has seen since the mid 1980s. We explore how policymakers and other stake-holders in the field of education have defined the notion of interculturalism and its implementation in schools. Our discussions draw on two separate studies, which used very similar tools and methods to elicit information. The article provides new insights from educators about how to respond to Greece's diverse student population.The results not only highlight gaps between government policy and school practice, differences between traditionalists and progressivists, but also show that Greece has still a long way to go, to leave behind its ethnocentric image and fully implement intercultural education within all public schools, not only in the so-called intercultural schools.

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Section: Discussionmentioning

confidence: 99%

How ‘intercultural’ is education in Greece? Insights from policymakers and educators

Palaiologou

Faas

2012

Compare: A Journal of Comparative and International Education

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“…PSTs need both an understanding of culturally relevant ideology and understanding of how to implement culturally relevant teaching in the classroom. Therefore, by reflecting critically on influences that exist outside of the classroom, PSTs can then begin to move beyond the practicality of teaching to considering how the "why" better informs practices that are responsive and affirming to children (Groulx & Silva, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Hilliard (2006) argues that schools should abandon labels for diverse students such as "at risk" and "disadvantage" and instead adopt beliefs that speak to the brilliance and cultural tools children from diverse backgrounds bring to the classroom. CRP is rooted in the belief that learning is a socially mediated process explicitly connecting to students' cultural and linguistic experiences and shaped by personal experiences (Chartock, 2010;Groulx & Silva, 2010). However, CRP is more than making connections.…”

Section: Critical Reflectivity and Culturally Relevant Pedagogymentioning

confidence: 99%

Critical Reflectivity and the Development of New Culturally Relevant Teachers

Durden

Truscott

2013

Multicultural Perspectives

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“…Culturally relevant pedagogy (CRP) is rooted in the belief that learning is a socially mediated process explicitly connecting to students' cultural and linguistic experiences (Groulx and Silva 2010). Gay (2000) and Howard (2003) contend CRP involves teachers connecting classroom experiences and learning to children's home experiences and native language.…”

Section: Culturally Relevant Pedagogymentioning

confidence: 99%

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Durden

Escalante

Blitch

2014

Early Childhood Educ J

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Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children's sociocultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the sociocultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.

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Evaluating the Development of Culturally Relevant Teaching

Cited by 31 publications

References 29 publications

How ‘intercultural’ is education in Greece? Insights from policymakers and educators

How ‘intercultural’ is education in Greece? Insights from policymakers and educators

Critical Reflectivity and the Development of New Culturally Relevant Teachers

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

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