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Culturally Sustaining Pedagogies

Teaching and Learning for Justice in a Changing World

By Django Paris, H. Samy Alim
Publisher: Teachers College Press, 2017-05-05
Pages: 305
Language: en
ISBN_13:9780807758335
ISBN_10:0807758337
Subject: Education

Culturally Relevant Pedagogy

Asking a Different Question

جزئیات و درخواست

By Gloria Ladson-Billings
Publisher: Teachers College Press, 2021
Pages: 193
Language: en
ISBN_13:9780807779859
ISBN_10:0807779857
Subject: Education

Culturally Sustaining Pedagogies in Music Education

Expanding Culturally Responsive Teaching to Sustain Diverse ...

جزئیات و درخواست

By Emily Good-Perkins
Publisher: Routledge, 2021-09-30
Pages: 210
Language: en
ISBN_13:9781000461329
ISBN_10:1000461327
Subject: Education

Culturally Sustaining and Revitalizing Pedagogies

Language, Culture, and Power

جزئیات و درخواست

By Cathy Coulter, Margarita Jimenez-Silva
Publisher: Emerald Group Publishing, 2017-06-06
Pages: 319
Language: en
ISBN_13:9781787147553
ISBN_10:178714755X
Subject: Education

Toward Culturally Sustaining Teaching

Early Childhood Educators Honor Children with Practices for ...

جزئیات و درخواست

By Kindel Turner Nash, Crystal Polite Glover, Bilal Polson
Publisher: Routledge, 2020-07-16
Pages: 177
Language: en
ISBN_13:9781351108294
ISBN_10:1351108298
Subject: Education

Culturally Sustaining Literacy Pedagogies

Honoring Students' Heritages, Literacies, and Languages

جزئیات و درخواست

By Susan Chambers Cantrell, Doris Walker-Dalhouse, Althier M. Lazar
Publisher: Teachers College Press, 2022
Pages: 209
Language: en
ISBN_13:9780807767023
ISBN_10:0807767026
Subject: Education

Sustaining Sustainers

Moving Culturally Sustaining Pedagogies Across Classrooms an...

جزئیات و درخواست

By Erik Skogsberg
2017
Pages: 173
Language: en
ISBN_10:0355167557
ISBN_13:9780355167559
Subject: Electronic dissertations

Culturally Sustaining Language and Literacy Practices for Pre-K–3 Classrooms

The Children Come Full

جزئیات و درخواست

By Kindel Turner Nash, Alicia Arce-Boardman, Roderick D. Peele, Kerry Elson
Publisher: Teachers College Press, 2022
Pages: 177
Language: en
ISBN_13:9780807781289
ISBN_10:0807781282
Subject: Education

Protecting the Promise

Indigenous Education Between Mothers and Their Children

جزئیات و درخواست

By Timothy San Pedro
Publisher: Teachers College Press, 2021
Pages: 241
Language: en
ISBN_13:9780807779392
ISBN_10:0807779393
Subject: Education

Pedagogy of Humanization

Preparing Teachers for Culturally Sustaining Classrooms

جزئیات و درخواست

By Chelda Smith Kondo
Publisher: Stylus Publishing, LLC, 2024-03-30
Pages: 261
Language: en
ISBN_13:9781975505110
ISBN_10:1975505115
Subject: Education

Culturally Responsive Teaching in Music Education

From Understanding to Application

جزئیات و درخواست

By Constance L. McKoy, Vicki R. Lind
Publisher: Taylor & Francis, 2022-11-15
Pages: 182
Language: en
ISBN_13:9781000646313
ISBN_10:1000646319
Subject: Education

Culturally Sustaining Pedagogy Into Practice

Elementary School Teachers' Implementation of CSP in Their C...

جزئیات و درخواست

By Alison K Munzer
2021
Pages: 183
Language: en
OTHER:OCLC:1291444367

Preparing a Diverse and Culturally Sustaining Teacher Workforce

The Role of Culturally Sustaining Pedagogy and Policy in Tea...

جزئیات و درخواست

By Emily Caliendo
2020
Pages: 61
Language: en
OTHER:OCLC:1242060542
Subject: Culturally relevant pedagogy

Empowering Students by Centering Their Identities Through Culturally Sustaining and Anti-bias, Antiracist Frameworks

جزئیات و درخواست

By Marcela Alvarez
2022
Language: en
OTHER:OCLC:1338168555

Practitioner Experiences in Enacting Culturally Sustaining Pedagogies in Elementary Literacy Classrooms

جزئیات و درخواست

By Kelsey C. Deklerk
2022
Language: en
OTHER:OCLC:1371958387
Subject: Culturally relevant pedagogy

Culturally Sustaining Systemic Functional Linguistics Praxis

Embodied Inquiry with Multilingual Youth

جزئیات و درخواست

By Ruth M. Harman, Kevin J. Burke
Publisher: Routledge, 2020-03-19
Pages: 179
Language: en
ISBN_13:9780429639227
ISBN_10:0429639228
Subject: Education

Crafting Culturally Efficacious Teacher Preparation and Pedagogies

جزئیات و درخواست

By Belinda Bustos Flores, Lorena Claeys, Conra D. Gist
Publisher: Lexington Books, 2018-03-07
Pages: 181
Language: en
ISBN_13:9781498545396
ISBN_10:1498545394
Subject: Education

Here and Back Again

Relational Pedagogy in Informal and Environmental Education

$Many informal education programs emphasize the transformative aspects of their experiences. This transformation-by-design approach is seen in multiple types of informal education, including long-term after-school tutoring programs and short-term residential nature education programs. By participating in such programs, youth have opportunities to gain new perspectives, horizons, and self-concepts that may promote academic, social, and personal thriving. However, focusing too much on the transformational aspects of informal education experiences may have unintended effects. Framing such experiences as rare, extra-ordinary, or uniquely special may affect students' perceptions of how relevant and welcoming such settings are for them. This may be especially the case for youth who have been marginalized in academic or nature education settings, or who otherwise face barriers to participation. To avoid these unintended inequities, it is important for informal education programs to account for the ways that pedagogy can help make learning experiences relevant to students and their homes, schools, and communities. In this three-paper dissertation, I use a theoretical framework of Relational Pedagogy to explore the theoretical and practical implications of explicitly orienting informal educational goals toward students' present and future engagements with their homes, schools, and communities (Bingham \& Sidorkin, 2004). In connecting ethical questions of care in education with the implications of unequal power and imperfect communication inherent in social relations, relational pedagogy takes Noddings' foundational ideas of the primacy of educational care (1988) and brings them into conversation with the cultural humility encouraged by Levinas' conceptions of alterity (1974) and Freire's emancipatory goals and non-negotiable praxis of dialogue (1972). As such, relational pedagogy can guide practitioners toward cultivating cultural humility from a self-aware positionality, rather than attempt to gain "enough" cultural competence to reach particular students. Through this framework and a combination of quantitative and qualitative studies of two informal education settings, I argue that for informal education programs--particularly those that emphasize transformative experiences--effectively enacting culturally sustaining pedagogies means de-centering the places in which such experiences occur and re-centering the future interactions and communities to which the students will return. Paper One uses two years of survey data collected from tutors and students at an after-school tutoring program to explore the degree to which social perspective taking, conceptualized in this context as an active, operationalized component of relational pedagogy, might influence the perceptions and efficacy of tutors-student relationships (Gehlbach, Brinkworth, & Harris, 2012). The results of the study suggested that the degree to which tutors believed they could and normally did take the perspectives of their students positively predicted their end-of-year perceived self-efficacy and their students' perceptions of tutor perspective taking. Neither tutor nor student ratings of tutor perspective taking, however, predicted students' ratings of tutor efficacy or overall program efficacy. Papers Two and Three then apply the concept of relational pedagogy to examine instructor practices in a residential nature education program explicitly dedicated to serving marginalized youth. In this program, K-12 classroom teachers and other chaperones accompany youth in a multi-day, overnight experience led by a team of nature education instructors. Paper Two quantitatively explored the connections between instructors' pedagogical practices and teacher ratings of instructor and program efficacy based on four years of survey data (n = 240). The study also explored one-month follow-up surveys of classroom teachers' perceptions of overall program quality and of students' enjoyment, learning, and environmental affinity. The findings suggest that classroom teachers' perceptions of nature education instructors' practices were indeed related to teachers' short- and long-term perceptions of program efficacy and increases in environmental affinity. A mediation analysis of the relevant variables suggests that instructors' practices, including those related to understanding and caring for students (a proxy for relational pedagogy in this context), did influence how teachers perceived long-term benefits a month later, but mostly to the extent that the teachers saw the program as beneficial on the last day of their participation. Paper Three provides a parallel qualitative exploration of the same nature education program, investigating instructor beliefs and practices around relational pedagogy through program observations and instructor interviews. Drawing from these instances of instructor practices and reflections, I explore the different ways in which instructors navigate the dichotomies presented by a nature education program intended to serve marginalized youth. Themes emerging included uncertainty in responses to student behavior, sensitivity to classroom contexts and relationships, and the transformative potential of focusing on home contexts and relations when in an explicitly "nature-focused" setting. From this exploration I propose that, for everyone seeking to bridge experiential differences, and particularly for white instructors teaching across racial, ethnic, and linguistic differences, enacting relational care and trust depend on consciously practicing cultural humility and on re-centering future-oriented conceptions of "home" as key programmatic and pedagogical goals. Together, these papers offer a theoretically-driven exploration of pedagogical practices in informal education, and specifically highlight how the concepts of perspective taking, relational care, and culturally sustaining pedagogy can take on new meanings when they are enacted in places or circumstances that differ from students' everyday schooling experiences.$

جزئیات و درخواست

By Juan Miguel Arias
2020
Language: en
OTHER:OCLC:1192477031

Understanding and Enacting Culturally Sustaining Pedagogy Through Multicultural Children's Literature: a Case Study of Preservice Teachers in Georgia

جزئیات و درخواست

By Heather M. Huling, Delores Liston
2023
Language: en
OTHER:OCLC:1408444787

Culturally Sustaining Pedagogy and the Development of Student Self-efficacy as a Pathway to Equity

A Qualitative Case Study

جزئیات و درخواست

By Rachael L. Smith
2021
Language: en
OTHER:OCLC:1350542623

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