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us: Culturally relevant pedagogy



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  • Variants

    • us: Culturally relevant teaching
    • us: Culturally responsive pedagogy
    • us: Culturally responsive teaching
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  • Sources

    • found: Work cat.: Cousette, K. Beyond the excuses : the effect of culturally responsive pedagogy on African American male students, 2012: p. 1 (According to existing research, culturally responsive pedagogy (CRP) is a successful strategy for educating students of color. ... The term CRP refers to a learning environment or educational curriculum that is inclusive of or accountable to each student's ethnic and cultural backgrounds. It rests upon the premise that all students can be excellent learners if lectures, instructions, and other classroom activities are relatable to the student's racial, cultural, and ethnic backgrounds)
    • found: Journal of teacher education, Mar./Apr. 2002: p. 106 (Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that 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 are learned more easily and thoroughly)
    • found: Teacher education quarterly, Summer 1999: p. 104 (Culturally responsive teachers recognize the fact that those students who do not feel valued in school settings are likely to develop lower self-esteem, alienating them further from school learning. Validating cultural experiences of minorities in schooling process and content is viewed as a way to affirm minority students' identity. It can also serve to make multiple ways of seeing and perceiving a viable experience of all in this culturally diverse society)
    • found: Vacca, R.T. Content area reading, 2011: p. 50 (Different languages and cultures are gifts in our classrooms; they bring us fresh perspectives and vibrant new ideas that have the potential to animate classroom interactions. Yet teaching with texts is more challenging in today's classroom, where cultural and linguistic diversity has been increasing steadily since the 1960s. More often than not, students from different backgrounds struggle with literacy and learning in academic contexts. As a result, the strengths that they bring to instructional situations usually go untapped. Lee Gunderson, a well-known literacy educator, believes we need to make connections between the content that we teach and students' cultures and languages. This notion is often defined as culturally responsive teaching or culturally relevant pedagogy)
    • found: Theory into practice, Summer 1995: p. 160 ( ... culturally relevant teaching [is defined by the author] as a pedagogy of opposition not unlike critical pedagogy but specifically committed to collective, not merely individual, empowerment. Culturally relevant pedagogy rests on three criteria or propositions: (a) Students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the status quo of the current social order)
    • found: Google search, July 18, 2013 ("Culturally relevant pedagogy" -- 430,000 hits; "Culturally responsive teaching" -- 111,00 hits; "Culturally relevant teaching" -- 33,100 hits; Culturally responsive pedagogy" -- 31,300 hits)
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    • 2013-07-01: new
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