The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

Abstract

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms

“…Siwatu (2011) reports in his study that teachers with high self-efficacy beliefs better reflect culturally responsive pedagogy practices in the classroom environment. In addition, certain studies have found a positive relationship between teacher competence and attitudes toward socio-cultural diversity and inclusive practices (Karataş, 2020b;Gutentag et al, 2018;Romijn et al, 2020;Siwatu & Starker, 2010). These arguments can lead us to consider that the culturally responsive teacher would positively and significantly relate to general self-efficacy and cultural intelligence.…”

Türkiye’de Yabancı Uyruklu Öğrenciler Üzerine Yapılan Araştırmaların İncelenmesi: Bir İçerik Analizi

“…Göç olgusu hem göç eden insanları hem de göç edilen toplumları siyasi, hukuki, ekonomik, sosyal ve eğitim yönlerinden etkilemektedir. Bu toplumsal yönlerden en çok etkilenenlerse yetişkinlerin göç kararına uymak zorunda kalan pasif göçmenler yani çocuklardır (Giani, 2006;Karataş & Ardıç, 2019). Çocukların göç edilen ülkelerde diğer bireylerle en çok etkileşimde bulundukları alan eğitim kurumlarıdır.…”