Teaching Through Culture

Abstract

The concept of culturally responsive teaching is utilized here to expand the knowledge base of scholars, leaders, and practitioners in higher education settings who are committed to cultivating a learning environment where relevant and inclusive curriculum equals real-world opportunities for all students. Emerging from a pedagogical lens, this chapter will expound upon the implications for the application of culturally responsive teaching in ethnically diverse higher education classrooms.

Autonomy and Responsibility

“…The authors in Chapter 6, Teaching Through Culture: The Case for Culturally Responsive Teaching (CRT) in American Higher Education Institutions discussed various scenarios and the role of CRT in educator preparation programs. They made the argument that the faculty has not become so diverse as rapidly as the student population has, so educators must become aware of their biases and deficit mentality to promote equitable distribution of knowledge an ethnically diverse HE classroom (mCAlister-shields et al, 2019;BrAten & hAll, 2020). In the context of the University of Pecs, the study about the Wlislocki Henrik Roma Student Society (WHSZ) in this volume and students joining the Let's Teach for Hungary Mentor Program, as well as the Bridge of Opportunities engaging with civic organizations are best practices of CRT (BiCzo, 2021;godo, 2021;.…”