Culturally Relevant Leadership: A Deaf Education Cultural Approach

2014 ◽  
Vol 159 (3) ◽  
pp. 296-301
Author(s):  
Catherine O’Brien ◽  
Marlon Kuntze ◽  
Thangi Appanah
Keyword(s):  
Culturally Relevant ◽  
Deaf Education ◽  
Cultural Approach ◽  
Culturally Relevant Leadership

Pedagogy in Action: Teaching Culturally Relevant Leadership

2017 ◽  
Vol 11 (3) ◽  
pp. 42-47
Author(s):  
Vivechkanand S. Chunoo “V” ◽  
Kathleen Callahan
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Leadership

Pedagogy of the Personal and Professional: Toward a Framework for Culturally Relevant Leadership

2011 ◽  
Vol 21 (4) ◽  
pp. 582-606 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Tanetha Grosland ◽  
Kelly Morgan Gunn
Keyword(s):  
Culturally Relevant ◽  
Culturally Relevant Leadership

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

2020 ◽  
Vol 43 (2) ◽  
pp. 108-142
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Lindsay Ellis Lee
Keyword(s):  
Gifted Education ◽  
Culturally Relevant ◽  
The United States ◽  
Systemic Reform ◽  
Hiring Practices ◽  
Deficit Thinking ◽  
Review Of The Literature ◽  
Gifted Programs ◽  
Culturally Relevant Leadership ◽  
K 12

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

Sign Language and Deaf Education

2006 ◽  
Vol 9 (1-2) ◽  
pp. 233-254
Author(s):  
Ljubica Pribanić
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Deaf Education ◽  
Early Sign ◽  
Social Adaptation ◽  
Deaf Children ◽  
Cultural Approach ◽  
Deaf Parents ◽  
Slow Progress ◽  
The University

Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.

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