Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism

Pirbhai‐Illich, Fatima; Pete, Shauneen; Martin, Fran

doi:10.1007/978-3-319-46328-5_1

Cited by 30 publications

(27 citation statements)

References 25 publications

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“…However, attention to the need for cultural perspectives in health promotion is identified in other reseach [27]. This type of promotion has led to members of the population experiencing an increased sense of self due to the realization that the strength of their beliefs can promote health and function [28–30]. Research guided by a community-based research approach is recognized to increase the population’s perspective regarding health practices and to better inform healthcare workers for their support of these practices [31].…”

Section: Discussionmentioning

confidence: 99%

Rediscovering empowerment with breastfeeding in an urban First Nation’s population

Schroeder

Larsen

Byrd

2019

BMC Pregnancy Childbirth

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BackgroundAn inner-city neighbourhood of Regina, Saskatchewan continues to have recurring issues of drug and alcohol use affecting parents’ caregiving opportunity. In relation to this, many children, mostly of First Nations descent, are raised in out-of-home care away from their families. With the promotion of breastfeeding, in a neighbourhood prenatal/postnatal support program, breastfeeding rates have doubled and mothers’ participation in their children’s care has increased. Recognition and promotion of cultural beliefs about breastfeeding is integral to raise community awareness of the practice. To bring additional support for breastfeeding, the empowerment effects observed were measured.MethodsUsing a longitudinal study design, indicators of empowerment were assessed prenatally and again at two months postpartum. Indicators included self-esteem, caregiving activities, and drug and alcohol use. Outcomes of assessments were correlated to infant feeding practices and findings compared.ResultsFindings supported a statistically significant improvement for empowerment scores when mothers breastfed. Mean scores for self-esteem increased from 2.87 to 3.57 (r = .90, p = <.001); for caregiving, scores increased from 2.60 to 3.16 (r = .91, p = <.001); and for drug and alcohol use, scores decreased from 59 to 9% (p = <.001).ConclusionsThe study brings attention to the value of breastfeeding for caregiving in situations of addiction and limited resources. Practitioner reflexivity in regards to their support for breastfeeding is critical and includes openness to alternate breastfeeding situations and beliefs. The study found that a positive outlook on breastfeeding is the first step for a practitioner-client relationship that fosters confidence for marginalized populations.Significance statementAccording to research, less breastfeeding occurs when mothers are marginalized. In turn, as marginalization increases, a mother’s self-esteem regarding her ability to adequately care for her child decreases. Healthcare professionals tend to be less likely to support a decision to breastfeed if there is concern about the mother’s resources and lifestyles. This research brings new attention to the importance of breastfeeding in disadvantaged situations related to an empowerment effect of breastfeeding for caregiving which includes cessation of drug and alcohol use. This effect has not previously been measured.

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Section: Discussionmentioning

confidence: 99%

Rediscovering empowerment with breastfeeding in an urban First Nation’s population

Schroeder

Larsen

Byrd

2019

BMC Pregnancy Childbirth

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“…In this sense, our use of adaptation is compatible with Pierson's (2008) use of responsiveness: "Responsiveness reflects a conversational partner's attempt to understand what another is thinking" (p. 7). In instructional settings, this meaning of responsiveness includes how the teacher diagnoses and addresses his or her students' needs by (a) encouraging them to continue pursuing a productive problem-solving path or pointing out aspects of their current reasoning, (b) using questions or suggestions to orient student attention to useful resources with which to elaborate their thinking, and (c) re-voicing students' ideas to highlight key information or to reorganize their ideas for proper expression.…”

Section: Student-adaptive Pedagogymentioning

confidence: 93%

“…Student-adaptive pedagogy (Tzur et al, 2013) entails teacher responsiveness to the idiosyncratic needs and cognitive capacities of each student. However, we use the terms adaptive and adaptation(s) rather than responsiveness to distinguish our approach from its other uses, such as in culturally responsive pedagogy (Pirbhai-Illich, Pete, & Martin, 2017;inspired by Ladson-Billings' (1995) seminal notion of culturally relevant pedagogy). Our agreement with the premises of such pedagogy notwithstanding, student-adaptive pedagogy focuses on teacher adaptations to students' available and/or evolving mathematical conceptions.…”

Section: Student-adaptive Pedagogymentioning

confidence: 99%

“…In instructional settings, this meaning of responsiveness includes how the teacher diagnoses and addresses his or her students' needs by (a) encouraging them to continue pursuing a productive problem-solving path or pointing out aspects of their current reasoning, (b) using questions or suggestions to orient student attention to useful resources with which to elaborate their thinking, and (c) re-voicing students' ideas to highlight key information or to reorganize their ideas for proper expression. In short, responsiveness to student reasoning is reflected in how a teacher "builds, questions, clarifies, takes up, or probes" (Pierson, 2008, p. 7) students' understanding or reasoning.…”

Section: Student-adaptive Pedagogymentioning

confidence: 99%

“…We categorize the level of intellectual work to measure the cognitive processes in classroom discourse. In doing this, we draw on previous research showing that a 10% increase in highly responsive moves (measured by the percentage of teacher turns of talk that elicited student thinking) was associated with an 11% increase in students' pre-posttest gains (Pierson, 2008).…”

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confidence: 99%

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Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study

Xin

Chiu

Tzur

et al. 2019

Learning Disability Quarterly

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Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher–learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade students with school-identified LD, we analyzed the global trends and detailed dynamics of teacher–student interactions with statistical discourse analysis. We found that the teacher’s discourse moves to support each individual student’s problem solving helped engage them in mathematical reasoning, which improved their problem-solving performance. Thus, this study contributes to knowledge in the field of special education by (a) specifying ways in which discourse-oriented mathematics instruction can help each student with LD and (b) showcasing a novel statistical analysis of teacher–student discourse.

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Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

et al. 2022

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Studies over the years emphasize the need to foster critical cultural awareness among teachers in U.S. classrooms. Using a critical theoretical approach, we examined the critical cultural awareness of practicing teachers and educators' experiences with English Learners (ELs) and their preparedness to meet the needs of ELs through actionable plans from a professional development (PD) module. We argue that PD courses on critical theoretical perspectives on ELs are essential not just for EL professionals but for all educators who work with ELs in one way or the other. Sixty‐eight educators (teachers and school directors) in a midwestern community participated in the PD modular course, where they were exposed to various critical theories. The data include discussion responses and educators' critical theoretical reflections on ELs. In this article, we iterate the need to include critical theoretical EL education in teacher training preparation and professional development programs to support pre‐service teachers, in‐service teachers, and principals. The findings show that the impact of such critical awareness transforms teachers' and educators' perceptions about their respective roles in effectively educating ELs.

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Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism

Cited by 30 publications

References 25 publications

Rediscovering empowerment with breastfeeding in an urban First Nation’s population

Rediscovering empowerment with breastfeeding in an urban First Nation’s population

Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

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