Stepping out of the norm: an examination of praxis for a culturally‐relevant pedagogy for African‐American children

Hastie, Peter A.; Martin, Ellen H.; Buchanan, Alice M.

doi:10.1080/00220270500296630

Cited by 53 publications

(30 citation statements)

References 9 publications

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“…They also need to have the opportunity to experience their culture outside the classroom. These experiences must include movement, technology, historical connections, home to school integration, music, drama, games, and other experiential activities in keeping with African American children's preferences for affective interaction (Hastie et al 2006).…”

Section: Recommendations For Educatorsmentioning

confidence: 99%

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Sampson

Garrison-Wade

2010

Urban Rev

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Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children's preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.

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Section: Recommendations For Educatorsmentioning

confidence: 99%

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Sampson

Garrison-Wade

2010

Urban Rev

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“…Most research on CRP focused on cultural competence; looking closely at students' cultural habits, behaviors, and choices in order to infuse them into teaching practices and curriculum materials (Benson, 2003;Enyedy & Mukhopadhyay, 2007;Hastie, Martin, & Buchanan, 2006;Hefflin, 2002;Young, 2010). Less attention was placed on academic achievement, and least of all, critical consciousness.…”

Section: Understanding Culturally Relevant Pedagogymentioning

confidence: 99%

Using Culturally Ambitious Teaching Practices to Support Urban Mathematics Teaching and Learning

Waddell¹

2014

Journal of Praxis in Multicultural Education

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“…For example, even 'good' physical education programmes have been seen to continually focus on instruction (i.e. games, sports, activities) with Euro-American origins (Hastie, Martin, and Buchanan 2006). One may argue that the same is true for fitness testing in the USA as the tests date back to the Kraus-Weber minimum muscular fitness tests (Kraus and Hirschland 1954).…”

Section: A Hidden Curriculummentioning

confidence: 98%

A feminist poststructuralist examination into the President’s Challenge Physical Fitness Awards Program

Domangue

Solmon

2009

Gender and Education

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The purpose of this viewpoint is to systematically synthesise the intersection of research that focuses on poststructuralism as related to a physical education discourse (namely President's Challenge Physical Fitness Awards Program). A feminist poststructuralist framework will be used to investigate the ways in which the hegemonic design of norm-referenced youth fitness tests influence students' gendering of the body through the notion of the normalised body. We propose that the tests and qualifying standards that are markedly different for prepubescent girls and boys fosters a gendered continuum that forces some students into dominant positions, while others are pushed to the margins.

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Stepping out of the norm: an examination of praxis for a culturally‐relevant pedagogy for African‐American children

Cited by 53 publications

References 9 publications

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Using Culturally Ambitious Teaching Practices to Support Urban Mathematics Teaching and Learning

A feminist poststructuralist examination into the President’s Challenge Physical Fitness Awards Program

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