Qualifying Sociopolitical Consciousness

Dallavis, Christian

doi:10.1177/0013124511408597

Cited by 13 publications

(2 citation statements)

References 10 publications

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“…Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. For instance, pedagogical practices with respect to religion are rarely studied by scholars in the field of multicultural education (see Subedi, Merryfield, Bashir-Ali, & Funel, 2006; Dallavis, 2013, for notable exceptions). A recent study has shown that pre-service teachers in the United States are less likely to associate faith/religion with the notion of multicultural than the notions of race, disability, or social class (Silverman, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders

Ağırdağ

Merry

Houtte

2014

Education and Urban Society

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The bulk of scholarship on multicultural education continues to focus exclusively on U.S. education. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method study, we explore teachers’ understanding of multicultural education in Flanders (Belgium), and we examine whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content. Survey results with 706 in-service teachers from 68 schools and in-depth interviews with 26 teachers from 5 schools are used. The results point out that teachers focus mainly on religious diversity when they were asked about their understanding of multicultural education. However, their understanding was largely limited to the “contributions approach” and “additive approach” to multicultural education. Multilevel analysis revealed that ethnic minority teachers reported higher levels of multicultural content integration than native-White teachers, and teachers working in schools with higher share of ethnic minorities and public (State) schools incorporated more multicultural education than teachers working in elite-White schools and Catholic schools. Implications for both the literature on multicultural education and educational policymakers are discussed.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders

Ağırdağ

Merry

Houtte

2014

Education and Urban Society

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“…Gutiérrez (2002) argues that rather than basing pedagogy and curriculum on global and stereotypic racial and language identities that others project onto the students, excellent teachers take the time to get to know their students, then shape their pedagogy around relationships with them. When the cultures of students and teachers are not synchronized, someone loses out (Christian, 2011). Hasnah et al (2017), research result shows that teacher have to provide opportunities for students to provide their opinion inside the classroom, even encouraging students think and act creatively.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review: Competence of Teachers in Implementation of Culturally Responsive Pedagogy

Jia¹,

Nasri²

2019

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Malaysia is a country with multi-race, which comprised of Malay, Chinese, Indian and so on. When it comes to education, all students from these different cultural backgrounds will be a group in the same classroom to learn and grow together. Therefore, to ensure that the pedagogy delivered is relevant to the students, a culturally responsive pedagogy should be practiced by the teachers. Culturally responsive pedagogy is a student-centered teaching approach that is sensitive to students' cultural orientations, including students' cultural references and getting to know students' cultural backgrounds as well as students' previous experiences which would affect their learning. Teachers, therefore are encouraged to learn and to apply culturally responsive pedagogy in teaching to ensure that students' learning is responsive to their respective culture background. Objectives are as below, 1) Are the teachers competent in the implementation of culturally responsive pedagogy? 2) What hinders the implementation of culturally responsive pedagogy? On that note, a systematic literature review was carried out to gather evidence from the previous empirical studies on issues related to culturally responsive pedagogy. A total number of 15 articles were identified that met the study's objectives. The findings through systematic review show that teachers have to improve their knowledge, understanding and self-efficacy towards culturally responsive pedagogy. Furthermore, the study found out that pedagogy that teachers used, curriculum and assessment are the issues in the implementation of culturally responsive pedagogy. Pre-service teachers should be given more training by using culturally responsive pedagogy while doing a practicum in the actual field.

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Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and students of color. In an era of declining Catholic school enrollments, urban Catholic school advocates have argued that urban Catholic school closures would deny these students one of the best educational opportunities available to them. However, there have been few attempts in recent years to synthesize research in, on, and about urban Catholic schools to see if the sector's historical legacy is still present. In this article, we systematically reviewed 80 recently published empirical research studies focused at some level on the effects, operations, and reforms currently present in urban Catholic education. We found that while positive effects of urban Catholic schools on student outcomes can still be identified, these effects are not consistently present in all urban Catholic schools and there is little evidence to suggest that the sector as a whole has enacted the social justice mission for which it is best known. In light of these findings, we conclude our review with suggestions for future research that connects urban Catholic schooling to contemporary issues present across all U.S. urban education.

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Qualifying Sociopolitical Consciousness

Cited by 13 publications

References 10 publications

Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders

Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders

A Systematic Review: Competence of Teachers in Implementation of Culturally Responsive Pedagogy

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

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