Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching

Abstract

In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a student-centered approach to learning, and to date, culturally responsive teaching has been gaining momentum in education and in music education. Simultaneously, there have been discussions in music education surrounding equity and access to music for all. These discussions have resulted in more urgency to include all students in general music through the completion of high school. Culturally responsive teaching, therefore, is poised to become an important approach to equity and access to music for all. What follows is a brief history of the movement and how culturally responsive teaching can become an integral part of all teachers’ approaches to music.

Refugee Children and Adaptation to School: An Analysis through Cultural Responsivities of the Teachers

“…Öğrenciler hakkında bilgi sahibi olmak kültüre duyarlı eğitimin temel ve en yaygın gerekliliğidir (Walter, 2018). Ancak kültüre duyarlı eğitimde merkezi anlayış; öğretmenlerin, öğrencilerin kültürel arka planlarını tek tek öğrenmesi ya da öğrencilerin tamamının aynı kültürel yapı düzeyine getirilmelerinin sağlanması değil, öğretmenlerin sınıf içerisinde bu kültürlerin anlamlı kılınmasını sağlayacak fikir ve stratejilere sahibi olmalarıdır.…”

“…Kültüre duyarlı eğitimin temelde öngördüğü şey öğretmen pratiklerindeki dönüşümdür (Walter, 2018). Öğretmenler farklı kültürel arka planlardan gelen öğrenciler için bilgilerini, öğretim becerilerini ve mesleki yeterliliklerini geliştirmek durumundadırlar (Farinde Wu vd., 2017).…”

Multicultural Competence of Prospective Preschool Teachers in Predominantly Muslim Country

“…As the world becomes more culturally diverse, education should accommodate this diversity. Teaching in the 21 st century requires the promotion of culturally responsive teaching as a predominant pedagogy, commonly called Culturally Responsive Pedagogy (CRP) (Childs, 2017;Walter, 2018). Bearing this diversity in mind, some scholars emphasize the need to shift from multiculturalism to multiculturally responsive teaching in all subject areas, math, science, humanities, music education, and English (Walter, 2018;Mohammadzadeh, 2009).…”

“…Since today's world becomes more culturally diverse, all human interaction, including education, should be more accommodative to social justice and equity. Nowadays, multiculturalism should be incorporated into the 2020 classroom teaching (Childs, 2017) as an effective learning strategy (Alfulailah, Haryadi, Sudrajat, & Nasrullah (2019), and education should be directed to promote culturally responsive teaching as a principal pedagogy (Walter, 2018) with local policy of curriculum developed based on the cultural values (Ghufron, Budiningsih, & Hidayati, 2017). In this era, human resources need to acquire new competencies completely different from the current ones (Wagiran, Pardjono, Suyanto, Sofyan, Soenarto, & Yudantoko, 2019), even technology literacy has become an important identity of counselor's cultural competence (Farozin, 2019).…”

An exploratory study of early career teachers as culturally responsive teachers

“…Positive engagement creates feelings of joy about teaching while negative engagement results in teachers feeling anxious and angry. Teachers must recognise not only that their students have culturally legacies but that they too have cultural legacies that influence classroom interactions (Walter, 2018). Therefore, teachers must be aware of any personal cultural biases that they might bring into the classroom.…”