Toward a Theory of Culturally Relevant Pedagogy

Ladson‐Billings, Gloria

doi:10.2307/1163320

Cited by 755 publications

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“…For Native American communities in particular, this means preserving Native languages and aspects of tribal culture that have been eroded by the dominating influence of European-American culture, mass culture, and the historic political policies that sought to forcibly assimilate Native Americans into the mainstream. By adding these types of concerns to its goals, culturally responsive education begins to resemble the approaches described as culturally centered, by King (1994) and culturally relevant by Ladson-Billings (1995).…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

“…The main distinction is the focus specifically on using culture as a positive consideration for classroom practice that improves learning for underachieving students. -Billings (1995) and Au and Kawakami (1994) traced the beginnings of what they label culturally responsive teaching to anthropological studies of Native American students in the 1970s and early 1980s. Cazden and Leggett (1981) and Erickson and Mohatt (1982), extending the findings of Philips (1972), first used the term culturally responsive teaching to describe teaching practices that incorporated language interaction patterns, or "participation structures," derived from the students' home life.…”

Section: Multiculturalismmentioning

confidence: 99%

“…Second, teachers must be willing to nurture and support students' cultural competence. Third, teachers must help students develop a sociopolitical or critical consciousness (Ladson-Billings, 1995).…”

Section: Culturally Relevant Pedagogymentioning

confidence: 99%

“…Native community members partic ipated as information resources for the students and to assure that the virtual museums made appropriate use of Native cultural property. Native community member participation was important to my research focus because some theorists state that the students' communities should be respected in culturally responsive teaching practice (Cleary & Peacock, 1998;Gay, 2000;Hall, 1991;Ladson-Billings, 1995;PeaseWindy Boy, 1995;Pewewardy, 1999;Reyhner, 1992;Van Hamme, 1996).…”

Section: Research Goalsmentioning

confidence: 99%

“…I have adopted the term "culturally responsive" to describe the intended approach of the virtual museum projects in this study. In the past, "culturally responsive" has been applied to quite narrow approaches to teaching practice (Au & Kawakami, 1994;Ladson-Billings, 1995).…”

Section: Research Goalsmentioning

confidence: 99%

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American Indian Education

Fletcher¹

2010

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Section: Culturally Responsive Teachingmentioning

confidence: 99%

Section: Multiculturalismmentioning

confidence: 99%

Section: Culturally Relevant Pedagogymentioning

confidence: 99%

Section: Research Goalsmentioning

confidence: 99%

Section: Research Goalsmentioning

confidence: 99%

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American Indian Education

Fletcher¹

2010

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Learning to teach in a diverse setting: A case study of a multicultural science education enthusiast

1999

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This study presents the case of a preservice science student teacher who wanted to make the science classroom an equitable place of learning. The paper focuses on her cross-cultural student teaching experience in an urban middle school. Data were gathered from in-depth interviews conducted throughout her student teaching experience, a journal in which she recorded her daily experiences and reflections, and classroom observations. According to the results, the teacher experienced an unfamiliarity with her students and their life experiences. She experienced a marginalization of her students in science, both by themselves and by her colleagues. She also experienced a desire for her science instruction to become more relevant to her students. Her beliefs guided her in providing more equitable instruction to her students and prevented her from compromising her own instruction. While she adhered to the school's instructional requirements, she did not accept marginal science experiences for her students. In the face of opposition from colleagues or students, she reinforced her beliefs with positive interactions with her students and peers. She gathered the support she needed to create the instructional climate she wanted. (Contains 19 references.) (Author/SM)

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2012

ASHE Higher Education Report

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The Need for Intercultural Competency Development in Classrooms The Call for Intercultural Skills Engaging Diversity for Intercultural Outcomes The Promise and Challenge of Diverse Classrooms Goals of the Monograph Lessons of the Past Tensions and Misconceptions The Challenge of and Need for Integration Student Voices: Reflections on Engaging Diversity in Different Disciplines Next Steps Understanding Intercultural Competence and Its Development Importance of Foundational Knowledge Core Premises of Intercultural Competence Building Blocks of Intercultural Competence The Process of Intercultural Development Outcomes of Intercultural Competence Development Conclusion Developing a Pedagogy That Supports Intercultural Competence Institutional Context Beyond Content and Content‐Based Pedagogy The Challenge of Intercultural Pedagogy An Integrated Framework for Intercultural Learning Intercultural Pedagogical Principles Developing Intercultural Pedagogy—A Continuous Process That Happens Over Time Classrooms as Privileged Spaces Conclusion Engaging Diversity Through Course Design and Preparation Incorporating Intercultural Pedagogical Principles into Course Design Conclusion Practicing a Pedagogy That Engages Diversity Applying Intercultural Pedagogical Principles to Classroom Facilitation Conclusion Summary: Conclusions and Recommendations Notes References Name Index Subject Index About the Authors

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Toward a Theory of Culturally Relevant Pedagogy

Cited by 755 publications

References 0 publications

American Indian Education

American Indian Education

Learning to teach in a diverse setting: A case study of a multicultural science education enthusiast

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