Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations

Durden, Tonia Renee

doi:10.1007/s11256-008-0086-x

Cited by 24 publications

(19 citation statements)

References 24 publications

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“…Similar to the African proverb, 'It takes a village to raise a child', many educational researchers propose that it takes comprehensive reform to raise student achievement (Durden 2008). In higher education the role of the institution is significant in the success of the student.…”

Section: Pillar 5: Educational Strategiesmentioning

confidence: 99%

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

Jabbar

Hardaker

2013

Teaching in Higher Education

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Diversity in British University Business SchoolsResearch into cultural differences in higher education is a growing phenomenon and there is a need to establish a theoretical framework that supports Business Schools in the personalisation of the pedagogical process. This paper investigates the role of Business School academics in shaping the pedagogical process that is culturally responsive to the unprecedented diversity in higher education. This paper attempts to uncover the pedagogical machinations that govern how academics teach, interact and engage with their culturally and ethnically diverse students. The paper argues that university Business Schools should consider a culturally responsive approach when formulating pedagogy, which takes into account prior student experience as part of the student learning. The notion of culturally responsive teaching that shapes this research is influenced by US research on education and diversity. Such a perspective begins with an acceptance of the rights of teachers but also learners.Keywords: ethnic minorities, culturally responsive teaching, Business education, diversity IntroductionThe aim of this paper is to investigate the role of culturally responsive teaching in UK higher education. We intend to present the findings of our qualitative research of academics in higher education Business Schools. The aim of the research was primarily concerned with investigating the methods and techniques of pedagogy formulation employed by academics, and how these are used to support the learning and educational journey of ethnic minorities.The theoretical underpinnings of this paper draw upon the pedagogy of culturally responsive teaching, represented by prominent US research of Nieto (1999Nieto ( , 2000, Gay (2001) & Villegas & Lucas (2002. They identify a clear link between poor ethnic minority experiences and low ethnic minority achievement. There are various variables that influence the attainment of ethnic minority pupils providing a climate of low achievement and inappropriate experiences (Nieto 1999, 19).Gay (2001) and Ladson-Billings (1995) saw the need to be more responsive to the needs of students in US high school and primary institutions represented by diversity. The need and subsequent research by Gay (2001) and Ladson-Billings (1995) resulted in a theoretical approach defined as culturally responsive teaching. The theoretical approach was an enabler for teaching methods that allows for the use of cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. 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 this facilitates the intuitive learning experience (Gay 2001).To provide a theoretical context for this paper we will begin with considering the unprecedented ethnic diversity in British higher education institutions. The discussion will then move onto the adapted ...

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Section: Pillar 5: Educational Strategiesmentioning

confidence: 99%

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

Jabbar

Hardaker

2013

Teaching in Higher Education

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“…Although the number of Latino students has increased dramatically in recent years, they demonstrate the lowest level of education and the highest dropout rate of any group of students (Keck-Staley 2010); even in the midst of various school reform models. Durden (2008) encouraged stakeholders to ask questions before adopting a comprehensive school reform model. She argued that reform decisions should be made after asking questions such as: Is the reform effort inclusive of the voices of all learners?…”

Section: Waves Of School Reformmentioning

confidence: 99%

Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

2011

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In this article, we examine urban teachers' perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy and mandated school reforms: (1) Teachers' use of CRP to empower urban students; (2) Teachers' beliefs that SRMs hurt African American students more than help them; (3) Teachers' adaptations of SRMs with culturally relevant practices. Finally, this article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the implementation of SRMs.

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“…Ladson-Billings (2009) describes CRP as fortifying the student with the positive aspects of her or his culture, as opposed to the dominant narrative which often reinforce themes of failure and holds a deficit view of the culture of the marginalized. Durden (2008) discusses CRP as emanating from social cultural theories that view learning as a culturally mediated process. If learning is mediated by one's culture and learning is something that influences one's thinking, then it appears important to use culture to affirm a student's identity, or to help shape a student's individual narrative (Durden, 2008).…”

Section: Cultural Armormentioning

confidence: 99%

Toward Authentic Family Engagement with Counter-Narrative and Self-Determination

Wasserman¹,

Martínez-Sabater

2018

JUMP

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Education scholars have demonstrated that family engagement contributes to academic success for urban children. To date, engagement models have invited families into schools. This paper presents an alternative model that invites schools into communities where families use culturallygrounded counter-narrative and self-determination to establish meaningful instances of authentic family engagement. Derived from the Youth Resiliency Institute's Journey Project (Wasserman, Sabater, and Hill, 2017), this paper grounds the model in the relevant literature and explores relationships between the model's theoretical components.

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Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations

Cited by 24 publications

References 24 publications

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools

Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

Toward Authentic Family Engagement with Counter-Narrative and Self-Determination

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