scholarly journals Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

2021 ◽  
Vol 44 (4) ◽  
pp. 1084-1115
Author(s):  
Jennifer Mitton ◽  
Anne Murray-Orr
Keyword(s):  
Nova Scotia ◽  
Risk Taking ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Pedagogical Practices ◽  
Academic Risk ◽  
Qualitative Research Study ◽  
Track Record ◽  
The Impact ◽  
Relevant Pedagogy

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi’kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.

scholarly journals A Corruption Course through a Culturally Relevant Pedagogy: The Need for an Assessment That Fits

2021 ◽  
Vol 11 (8) ◽  
pp. 412
Author(s):  
Khadija El Alaoui ◽  
Maura A. E. Pilotti
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Political Corruption ◽  
Structural Instability ◽  
Political Systems ◽  
Investigative Journalism ◽  
The Impact ◽  
Essay Test ◽  
Relevant Pedagogy

The present study examines the challenges and the rewards of assessing learning in a seminar on corruption which is taught in a country (Iraq) where political corruption is seen as the main source of structural instability and sectarian tensions. It specifically focuses on the role of culturally relevant pedagogy in defining the most suitable summative assessment. To this end, essay test questions were developed concerning the relevance of political corruption, the impact of investigative journalism, the role of humor in investigative journalism, and the appropriate remedies (besides journalism) to political corruption. In students’ responses, investigative journalism (with or without humor) was consistently reported to be a dangerous undertaking, but disagreement emerged on its effectiveness as one of the possible remedies for corruption. Dishonesty was seen as the universal cancer of political systems and thus difficult to extirpate, albeit some systems (e.g., Al-Muhasasa) were seen as tolerating it more than others. In our study, the qualitative examination of students’ responses served three objectives: (a) it offered evidence about the extent to which culturally relevant pedagogy was realized in the course; (b) it served to put forth a proposal on how students’ test responses can inform teaching and assessment in future offerings of the course; and more broadly, (c) it synopsized the views of a sample of college students who represent the population upon whom the country heavily relies for its economic and political recovery.

scholarly journals The Road to Culturally Relevant Pedagogy: Expatriate teachers' pedagogical practices in the cultural context of Saudi Arabian higher education

2014 ◽  
Vol 49 (1) ◽  
pp. 201-226 ◽  
Author(s):  
Amani K. Hamdan Alghamdi
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Cultural Context ◽  
Culturally Relevant ◽  
Saudi Arabian ◽  
Pedagogical Practices ◽  
The Road ◽  
Saudi Students ◽  
Relevant Pedagogy ◽  
Expatriate Teachers

This case study explored the need for culturally relevant pedagogy (CRP) in Saudi Arabian higher education, especially when students have a cultural background that differs from that of their instructor. The study documented how expatriate teachers structured their pedagogical practices in the Saudi Arabian context. It examined how these university teachers attempted to proactively accommodate students’ needs, prior experiences and performance, and how they promoted academic progress while teaching in a different culture. Six themes were revealed: (1) the challenges of constructivism in the Saudi Arabian context; (2) linking pedagogy to the lives of Saudi students; (3) alternating and adjusting teaching to address student needs; (4) connecting with students’; (5) discrepancies in teachers’ beliefs; and (6) teachers’ assumptions and expectations about knowledge. It is argued that CRP offers opportunities for better learning experiences for Saudi students. Through CRP, learning can be made more meaningful and can help in the development of a positive student identity. Some pedagogical strategies are offered to help teachers implement CRP.

scholarly journals Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

2021 ◽  
Author(s):  
◽  
Andrea Benge
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Teaching Strategies ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Impact ◽  
Inquiry Based Learning ◽  
Effective Teaching Strategies ◽  
The Impact ◽  
Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.  This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.  On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

scholarly journals Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

2021 ◽  
Author(s):  
◽  
Andrea Benge
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Teaching Strategies ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Positive Impact ◽  
Inquiry Based Learning ◽  
Effective Teaching Strategies ◽  
The Impact ◽  
Relevant Pedagogy

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.  This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.  On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

Where's the Race in Culturally Relevant Pedagogy?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32
Author(s):  
H. Richard Milner Iv
Keyword(s):  
Language Arts ◽  
Culturally Relevant Pedagogy ◽  
English Language Arts ◽  
English Language ◽  
Culturally Relevant ◽  
Empirical Studies ◽  
Pedagogical Practices ◽  
Successful Teachers ◽  
American Children ◽  
Relevant Pedagogy

Background/Context When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional moves of teachers, especially with Black students. Since the introduction of this pedagogy, researchers and theorists have broadened Ladson-Billings's conceptualization to include various other factors. However, race is no longer as central as it was when the framework was introduced. Purpose/Objective I examine published literature on culturally relevant pedagogy in mathematics and English language arts that has considered race in some form. The purpose of this synthesis is to highlight patterns across the literature and to consider potential future areas of study to strengthen and encourage focused research on race and CRP. Setting I reviewed established literature to examine the intersections of race, culturally relevant pedagogy, and mathematics or English language arts. Research Design I analyzed research articles in the areas of mathematics and English language arts that examined race in some form between 2004–2014 to determine how race is situated and connected to the core of culturally relevant pedagogy. Conclusions/Recommendations Although race was a critical component of Ladson-Billings's conceptualization of culturally relevant pedagogy, research studies in the area demonstrate a marginal, at best, emphasis on race. Studies in the areas of mathematics and English language arts that do include race tend to focus on superficial aspects of race. Future studies should return to the root of the theory and include race as an essential component of empirical studies that draw from culturally relevant pedagogy as an analytic tool to describe pedagogical practices of teachers.

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