Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher

Lipka, Jerry

doi:10.1525/aeq.1991.22.3.05x1050j

Cited by 90 publications

(60 citation statements)

References 20 publications

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“…As Lipka (1991) suggested that most academics try to identify with their students in creating a positive learning climate, built on mutual respect and trust. Lipka (1991) continues with the proposal that academics should encourage ethnic minority groups to be critically aware of their own personal experiences and cultural values. One academic commented:…”

Section: Pillar 4: Cultural Bridgingmentioning

confidence: 99%

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

Jabbar

Hardaker

2013

Teaching in Higher Education

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Diversity in British University Business SchoolsResearch into cultural differences in higher education is a growing phenomenon and there is a need to establish a theoretical framework that supports Business Schools in the personalisation of the pedagogical process. This paper investigates the role of Business School academics in shaping the pedagogical process that is culturally responsive to the unprecedented diversity in higher education. This paper attempts to uncover the pedagogical machinations that govern how academics teach, interact and engage with their culturally and ethnically diverse students. The paper argues that university Business Schools should consider a culturally responsive approach when formulating pedagogy, which takes into account prior student experience as part of the student learning. The notion of culturally responsive teaching that shapes this research is influenced by US research on education and diversity. Such a perspective begins with an acceptance of the rights of teachers but also learners.Keywords: ethnic minorities, culturally responsive teaching, Business education, diversity IntroductionThe aim of this paper is to investigate the role of culturally responsive teaching in UK higher education. We intend to present the findings of our qualitative research of academics in higher education Business Schools. The aim of the research was primarily concerned with investigating the methods and techniques of pedagogy formulation employed by academics, and how these are used to support the learning and educational journey of ethnic minorities.The theoretical underpinnings of this paper draw upon the pedagogy of culturally responsive teaching, represented by prominent US research of Nieto (1999Nieto ( , 2000, Gay (2001) & Villegas & Lucas (2002. They identify a clear link between poor ethnic minority experiences and low ethnic minority achievement. There are various variables that influence the attainment of ethnic minority pupils providing a climate of low achievement and inappropriate experiences (Nieto 1999, 19).Gay (2001) and Ladson-Billings (1995) saw the need to be more responsive to the needs of students in US high school and primary institutions represented by diversity. The need and subsequent research by Gay (2001) and Ladson-Billings (1995) resulted in a theoretical approach defined as culturally responsive teaching. The theoretical approach was an enabler for teaching methods that allows for the use of cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. When academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and this facilitates the intuitive learning experience (Gay 2001).To provide a theoretical context for this paper we will begin with considering the unprecedented ethnic diversity in British higher education institutions. The discussion will then move onto the adapted ...

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Section: Pillar 4: Cultural Bridgingmentioning

confidence: 99%

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

Jabbar

Hardaker

2013

Teaching in Higher Education

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“…(Lipka, 1994, pp. 64-65) Although some indigenous teachers working in Western schools organize their classrooms to support horizontal interactions, for others, their acculturation in mainstream pedagogy may result in directive, hierarchical organization (Barnhardt, 1981;Erickson & Mohatt, 1982;Lipka, 1991Lipka, , 1998.…”

Section: Participation Structurementioning

confidence: 99%

Firsthand Learning Through Intent Participation

Rogoff

Paradise

Mejía-Arauz

et al. 2003

Annu. Rev. Psychol.

660

357

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This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more- and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.

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“…Greater success teaching Inuit students in Qallunaat schools is not unproblematic, as increased assimilation and loss of culture may result (Darder, 1991;Doige, 1999;Ogbu, 1992). Culturebased schooling may be imperative for cultural survival (Lipka, 1991;Simon, 1996;Stairs, 1994). Authentic community involvement in determining the aims of schooling is needed (Berger, 2001;Epp, & Moeller, in press), and the colonial history/present of schooling in the Canadian Arctic must inform considerations of formal education in Nunavut.…”

Section: Adaptations Of Eurocanadian Schools To Inuit Culture In Selementioning

confidence: 99%

“There’s No Book and There’s No Guide”: The Expressed Needs of Qallunaat Educators in Nunavut

Berger¹,

Epp²

2005

Brock Education Journal

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Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher

Cited by 90 publications

References 20 publications

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

Firsthand Learning Through Intent Participation

“There’s No Book and There’s No Guide”: The Expressed Needs of Qallunaat Educators in Nunavut

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