A Collaborative Self-Study: Advocating for Democratic Principles and Culturally Responsive Pedagogy in Teacher Education

Kulkarni, Saili S.; Stacy, Jen; Kertyzia, Heather

doi:10.1080/00131725.2020.1679932

Cited by 4 publications

(1 citation statement)

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“…Culturally responsive pedagogy based on critical theory and racial identity theory advocates that the individual should have cultural awareness. According to Kulkarni, Stacy and Kertyzia (2020), in order to ensure equal opportunities in education, it is extremely important for teachers to have a culture-sensitive teaching approach.…”

Section: Conclusion Limitations and Implicationsmentioning

confidence: 99%

How to Create a Culturally Responsive Class?

Nayır

2022

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The purpose of this study is to examine teachers' opinions on what can be done to create a culturally responsive classroom environment. A phenomenological pattern was used and 13 volunteer teachers participated in the study. The data were obtained with the standardised open-ended interview technique. The interview questions consisted of class standards that are culturally responsive and common components based on Weinstein et al. (2003) and Weinstein et al. (2004). According to the research findings, teachers should question themselves and examine how their cultural background influences their preferences, lifestyles and behaviours. In order to understand the culture of the students, it would be useful for the teachers to research the culture of the student and to contact their families. In the communication process with families, cultural differences should be respected, be sensitive to cultural communication styles and a two-way communication should be established with families. At this point, teachers can plan activities and group work that exhibit cultural differences in the classroom environment, keeping their expectations from students high and encouraging students in this regard.

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Section: Conclusion Limitations and Implicationsmentioning

confidence: 99%