Race<i>still</i>matters: preparing culturally relevant teachers

Durden, Tonia Renee; Dooley, Caitlin McMunn; Truscott, Diane M.

doi:10.1080/13613324.2014.969226

Cited by 45 publications

(35 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In doing this children's silences, including the historical silencing of race, need to be deconstructed as well as what children voice. Durden et al (2016) argue adopting such an approach promotes a number of challenges for teacher training programmes but is a change that is essential if these discourses are to be seriously challenged. If these discourses are not challenged they can have a profound effect on the wellbeing of young children who are pushed to the bottom of a racist social hierarchy with long term ramifications for the individuals and communities involved.…”

Section: Discussionmentioning

confidence: 99%

Exploring young children’s gendered discourses about skin colour

Barley

2018

Ethnography and Education

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring young children’s gendered discourses about skin colour

Barley

2018

Ethnography and Education

View full text Add to dashboard Cite

show abstract

“…The process of cultural bridging builds on the discussion around cultural consciousness with the additional focus on implementation. There is still a requirement for academics to acknowledge student background and behaviour (Banks, 1995;Durden, Dooley, & Truscott, 2014), but these elements need to be considered within the context and creation of learning opportunities which utilise culture as a vehicle for learning for incorporation into classroom activities (Ladson-Billings, 1995b;Moll & Gonzalez, 1997).…”

Section: Cultural Heuristics Within Cultural Bridgingmentioning

confidence: 99%

Culturally Responsive Pedagogy

Pirbhai‐Illich¹,

Pete²,

Martin³

2017

View full text Add to dashboard Cite

This book chapter intends to illustrate the complexity of supporting culturally diverse students in UK Higher Education Business Schools and how this complexity is compounded by pedagogy, which is shaped by educational practice that is dominated by aspirations of Western culture. The role that culturally responsive teaching can play as an approach to meeting the educational needs of students whose educational framework and culture are different from western mainstream education is also explored within the context of UK Business Schools. This chapter investigates the cultural constructs of culturally responsive teaching within the structured framework of the five-pillars of Jabbar and Hardaker (2013). We propose, through the identification of the cultural constructs, that within higher education there are gaps within fundamental areas that should be developed to consistently engage with students in a fair, consistent and equitable manner.

show abstract

“…This paper intends to explore these inequalities by investigating UKHE, an education sector which has been previously overlooked, thus, differentiating this paper from previous research and literature within culturally responsive teaching, which has focused on primary and high school education alongside pre-service teacher training (Durden, Dooley, and Truscott 2014;Gay 2002;Santoro 2013;Villegas and Lucas 2002).…”

Section: Diversity and Business Management Educationmentioning

confidence: 99%

“…(Turner 2006) Turner (2006) vividly captures and illustrates the challenges UK Higher Education (UKHE) institutions face in creating learning experiences that resonate with students from an ethnic minority background. The research of Turner (2006) and Durden, Dooley, and Truscott (2014) suggests that many academics fail to fully adjust their teaching practices to support and engage students whose background and previous learning experiences may differ from the UKHE norm. This is not an isolated problem concerning only a few universities, but a sector-wide phenomenon with some prominent researchers (Modood 2006;Richardson 2008) arguing that this is an issue which predominately disadvantages ethnically diverse students, impacting on integration (Syed, Azmitia, and Cooper 2011), achievement KEYWORDS cultural diversity; culturally responsive teaching; equity pedagogy; managing diversity; Moocs; ePdP (Richardson 2008) and cultural adjustment (Oberg 2006).…”

Section: Introductionmentioning

confidence: 99%

Managing diversity: academic’s perspective on culture and teaching

Jabbar

Mirza

2017

Race Ethnicity and Education

View full text Add to dashboard Cite

As UK Higher Education institutions continue to accept students from ethnically diverse backgrounds, there is now an onus and an expectation for academics to provide learning environments and experiences that are inclusive, validating and affirming. The aim of this paper is to explore, through the lens of the academic tutor, the pedagogical methods employed towards the implementation of 'cultural branching' , which we define as helping ethnically diverse students to build bridges between their pre-existing knowledge and what they are expected to learn. To investigate this in more detail, the researchers interviewed 22 academic tutors across three UK Higher Education Institutions in the North of England. The findings suggest that current curriculum structures and pedagogical approaches favour the dominant non-ethnically diverse learner. Our research proposes that additional emphasis needs to be placed on developing a practical and functional approach which embeds cultural branching via technological platforms.

show abstract

Racestillmatters: preparing culturally relevant teachers

Cited by 45 publications

References 27 publications

Exploring young children’s gendered discourses about skin colour

Exploring young children’s gendered discourses about skin colour

Culturally Responsive Pedagogy

Managing diversity: academic’s perspective on culture and teaching

Contact Info

Product

Resources

About