Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

Burton, Suzanne

doi:10.1080/10632913.2011.566082

Cited by 19 publications

(21 citation statements)

References 19 publications

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“…Cooperation, teamwork, and collaboration around relationships between schools and universities have long been known to allow for a bridging of the gap between theory and practice (Gay, ). By learning the guiding principles that govern how these gaps are bridged, teachers have multiple opportunities to engage with awareness through interaction with educators who support the instruction of students from diverse cultures (Burton, ; Greenfield, ). The ability to fluidly practice and implement culturally sensitive instructional strategies within a reflective partnership helps to produce a classroom teacher who is culturally and linguistically responsive in his or her teaching (Burton, ; Greenfield, ).…”

Section: Awareness Of Language and Culturementioning

confidence: 99%

“…By learning the guiding principles that govern how these gaps are bridged, teachers have multiple opportunities to engage with awareness through interaction with educators who support the instruction of students from diverse cultures (Burton, ; Greenfield, ). The ability to fluidly practice and implement culturally sensitive instructional strategies within a reflective partnership helps to produce a classroom teacher who is culturally and linguistically responsive in his or her teaching (Burton, ; Greenfield, ). This type of teaching impacts the core beliefs, attitudes, and assumptions that teachers can then act upon (Greenfield, ).…”

Section: Awareness Of Language and Culturementioning

confidence: 99%

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Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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Teacher-educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who work in K-12 schools and classrooms. It is less visible as a requirement for teacher-educators, despite the ever-increasing need for them to have the skills and expertise to guide teachers who work with culturally and linguistically diverse students (CLDs) in underperforming schools. This study was therefore developed to show the ways in which teacher-educators demonstrated awareness of language and culture while supporting the instructional literacy practices of in-service teachers and the literacy learning of CLDs. More specifically, the purpose of this study was to identify the elements of critical multilingual and critical multicultural awareness displayed by three literacy educators, who were supporting students' writing practices in diverse K-12 literacy classrooms within a research-practice partnership, over a period of one academic year. Findings show that the educators reflected awareness in their support for CLDs' literacies as they experienced transitions, confronted deficit views, capitalised on verbal, visual and written scaffolds with students and teachers, and fostered authenticity. The study presents implications for literacy educators who wish to reflect awareness when responding to CLDs' literacies in schools.John, a middle-school English language arts (ELA) teacher for five years, was recently asked to transfer to a 'turnaround' campus to support the diverse literacy needs of this student population, using the balanced literacy model. As John quickly realised, the demographics of the campus were quite different from his previous experiences. Challenged by the new setting, John's principal offered the support of a literacy teacher-educator from a nearby university with whom her school had previously worked. While John felt eager to learn, he also wondered whether the educator would have sufficient 'hands-on' experience with the culturally and linguistically diverse students (CLDs) 1 in his setting to be able to help him implement balanced literacy for this diverse student population.Teacher-educators who are aware of differences presenting themselves in diverse student populations must increasingly work to help teachers connect with students in ways that allow them to improve literacy outcomes (Haddix, 2017;Risko et al.,

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Section: Awareness Of Language and Culturementioning

confidence: 99%

Section: Awareness Of Language and Culturementioning

confidence: 99%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

View full text Add to dashboard Cite

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Section: U N I V E R S I T Y -C O M M U N I T Y Pa R T N E R S H I P Smentioning

confidence: 99%

“…Partnership projects with a specific music education remit are following such trends and thus there is an ever-expanding body of research in this area (Addo, 2003; Barnes, 2002; Bartleet, 2012; Bartleet et al, 2014; Bartolome, 2013; Brophy, 2011; Burton, 2011; Burton & Greher, 2007, 2011; Colley et al, 2012; Conway & Hodgman, 2008; Emmanuel, 2005; Kenny, 2014a; Kenny, 2016; Nichols & Sullivan, 2016; Power & Bennett, 2015; Reynolds, 2004). Burton and Greher claim (2011, p. 105): Preparing new music teachers to face the increased challenges awaiting them as they enter the field requires a rethinking of traditional curricular practice rooted in learning about teaching toward practice that favors a concentrated emphasis on multiple, context-specific, field-based experiences throughout the course of their studies.…”

Section: Introductionmentioning

confidence: 99%

Exploring Student Learning and Leadership through a University-Community Choral Initiative

Kenny¹

2018

Brit. J. Music. Ed.

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Within a rapidly changing higher education landscape, there is an increased need for universities to look beyond their ‘ivory towers’ and into their surrounding communities in preparing students for the ‘real world’. Findings from an Irish case study explore a children's choral university-community initiative within an urban area of socio-economic disadvantage. The choral initiative involved 14 student volunteers and 150 children. Qualitative research, carried out over two years, involved student focus group interviews and reflective surveys. The research illuminates the multifaceted nature of the learning experience for students and examines to what extent such an initiative can build choral leadership capacity to work in school and community settings.

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“…Yet, with the exception of a few reports (Boix Mansilla & Jackson, 2011), little research has highlighted what globally competent teaching looks like in content area classrooms that, at first glance, may not lend themselves to teaching global citizenship. Furthermore, while studies have examined how pre-service teachers develop global competencies in teacher preparation and teaching abroad programs in multiple subject areas (Burton, 2011;Colville-Hall, Adamowicz-Hariasz, Sidorova, & Engelking, 2011;Cushner & Brennan, 2007), there is an absence of research examining how in-service teachers then employ these competencies in their classrooms and move them into teaching for global citizenship.…”

Section: Introductionmentioning

confidence: 99%

Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

Tichnor-Wagner

Parkhouse

Glazier

et al. 2016

EPAA

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Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers’ global experiences, students’ global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work.

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Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

Cited by 19 publications

References 19 publications

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Exploring Student Learning and Leadership through a University-Community Choral Initiative

Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

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