Revisiting culturally responsive teaching practices for early childhood preservice teachers

Gunn, AnnMarie Alberton; Bennett, Susan V.; Alley, Kathleen M.; Barrera, Estanislado S.; Cantrell, Susan Chambers; Moore, LaSonya; Welsh, James L.

doi:10.1080/10901027.2020.1735586

Cited by 18 publications

(14 citation statements)

References 41 publications

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“…The ethics of divinity must be highlighted to support purposeful preservice and in-service teachers (Tirri, 2018) with the “ intention to accomplish something that is both meaningful to the self and of intended consequence to the world beyond the self ” (Damon et al, 2003, p. 121). Through continued education and lifelong learning, ECEC teachers can further develop their pedagogical practices to produce culturally and linguistically diverse children (Gunn et al, 2020) while also exploring efficacious ways of affirming all children, families, and communities (Bennett et al, 2017). For this reason, more emphasis needs to be placed on the role of diverse and integrated worldviews in ECEC and to offer tools for forging mutual understanding about complex worldviews (Åhl et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education

Melasalmi

Hurme

Ruókonen

2022

ECNU Review of Education

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Purpose The new Finnish National Core Curriculum for Early Childhood Education and Care (2018) strongly highlights pedagogical knowledge and practice, demanding teachers to develop their pedagogical thinking, evaluation, judgment, and operating culture. Since ethics is viewed as vital characteristics of the teaching profession, our objective is to make these complex ethical issues more visible to be subject to democratic discussion and change. Design/Approach/Methods The framework comprises a broad theory base of codes of ethics and professional codes of ethics of teaching. The research materials were national curricula of early childhood education and care (ECEC)- and preprimary education. The eight-step qualitative analysis process was applied to identify and shed light on the codes of ethics laying the foundations for purposeful and ethical early childhood education (ECE) teacher. Findings The results indicate that through both theoretical lenses, the Finnish ECEC curricula comprise several ethical codes. For the future purposeful ECE teachers as ethical professionals, the results raise questions for further discussion. Particularly, issues related to the ethics of care, intellectual freedom, inquiry stance, and professional competence, and diversity may further enhance our ECEC curricula. Originality/Value During recent decades, the ethics concerning ECEC have gained increasing global attention. Particularly, there is a large international consensus considering ECEC as a prominent policy equalizing opportunities.

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Section: Discussionmentioning

confidence: 99%

Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education

Melasalmi

Hurme

Ruókonen

2022

ECNU Review of Education

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“…In our study, the INSTs demonstrated consciousness and awareness of inequities and injustices within society that were necessary for their transformation before they could facilitate their students’ transformations (Dyce and Owusu-Anasah, 2016). The INSTs continued to critically reflect after the course one to three years later and developed culturally responsive classroom communities (Ladson-Billings, 2009), connected school–home practices (Gunn et al , 2021; Newman et al , 2016; Phillips, 2015) and used critical literacy (Coffey, 2008); they taught students how to use a critical lens, “to read the world (Freire, 2005, p. 31).…”

Section: Discussionmentioning

confidence: 99%

“…Meaningful literacy practices: critical literacy Critical literacy affords valuable pathways for a layered curriculum of deep content and engagement (Bennett et al, 2017). Critical literacy encompasses questioning assumptions and values, pondering different perspectives, considering relationships of power and thinking about how to take action on social issues (Gunn et al, 2021;Leung, et al, 2017;Lewison et al, 2002). INSTs developed purposeful, meaningful literacy practices as demonstrated by ways they implemented multicultural literature, resources and critical literacy into their schools.…”

Section: Jme 162mentioning

confidence: 99%

Teachers as change agents: social justice theory to practice

Gunn

Bennett

2022

JME

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Purpose The purpose of this study is to investigate how participation in a multicultural literature course impacted K-12th classroom teachers’ social justice pedagogy and classroom practices one to three years after completion of the course. Design/methodology/approach This study investigated the effectiveness on teacher practices of a graduate literacy course, which was redesigned within a framework of social justice pedagogy by focusing on critical analysis of texts, teacher inquiry and a literacy civic engagement project. The authors interviewed 20 teachers one to three years after they enrolled in this multicultural children and young adults’ literature course. The authors also explored their classrooms and kept a researcher’s reflective journal. Findings The authors describe how participants implemented social justice pedagogy and strategies with their K-12th grade students. Originality/value While many studies look at how teacher education programs integrate social justice education into their programs, few researchers follow their students into the K-12 classrooms to investigate if teachers are connecting higher education course work and theory into practice.

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“…Finnish teachers believe such a pedagogy helps connect students’ linguistic and cultural knowledge to new academic knowledge being taught in a new language. In the United States, many studies have been conducted over the past two decades (e.g., Aguirre & del Rosario Zavala, 2013 ; Gunn et al, 2021 ; Snyder & Fenner, 2021 ) to help teachers deepen their pedagogical content knowledge to meet the needs of an increasingly culturally and linguistically diverse student population and to highlight social justice as an essential dimension in the culturally responsive teaching approach. As can be seen, previous studies on such an approach have demonstrated that using linguistic and cultural repertoires and students’ preferred learning styles can make the learning experience of students in the classroom more relevant, meaningful, and effective.…”

Section: A Social Justice Perspective Of Language Educationmentioning

confidence: 99%

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Wang

2022

Asia Pacific Educ. Rev.

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For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students’ familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities’ social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong.

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Revisiting culturally responsive teaching practices for early childhood preservice teachers

Cited by 18 publications

References 41 publications

Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education

Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education

Teachers as change agents: social justice theory to practice

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

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