scholarly journals Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Kevin Grady Murry ◽  
Melissa Holmes ◽  
Shabina Kavimandan
Keyword(s):  
Prior Knowledge ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Phenomenological Research ◽  
Cultural Responsiveness ◽  
Social Constructivist ◽  
Responsive Teaching ◽  
Teacher Readiness

Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from variant races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

Literature and Democracy in a Survey of Indigenous, Chilean, and U.S. Writers

2020 ◽  
pp. 31-52
Author(s):  
Zanice Bond
Keyword(s):  
Social Justice ◽  
Prior Knowledge ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Written Word

At its core, the chapter has examined how artists expand the understanding of revolutionary as they became revolutionaries through their craft, thus implementing a non-violent approach to change through performance as well as the spoken and written word. Chilean and U.S.-based artists have been discussed, and their interactions, when applicable, have been highlighted to show the support of allies and importance of solidarity across borders. It also examines how culturally responsive teaching may help students to build upon their prior knowledge and connect with unfamiliar writers as well as new and translated texts that promote social justice.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 499-520
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

Responding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness

2019 ◽  
Vol 54 (9) ◽  
pp. 1262-1289
Author(s):  
Heather B. Cunningham
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Culturally Responsive Teaching ◽  
Cultural Context ◽  
Culturally Responsive ◽  
International Student ◽  
Teaching Practice ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
International Student Teaching

This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice.

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