How a Cultural Lens Can Help Teachers Disrupt Inequity

Autor/inn/en	Dodman, Stephanie L.; Holincheck, Nancy; Fox, Rebecca K.
Titel	How a Cultural Lens Can Help Teachers Disrupt Inequity
Quelle	In: Learning Professional, 43 (2022) 1, S.58-62 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-194X
Schlagwörter	Equal Education; Cultural Awareness; Racial Identification; Ethnicity; Student Diversity; Minority Group Students; Inquiry; Teacher Role; Cultural Influences; Consciousness Raising; Middle School Teachers; English Language Learners; Mathematics Instruction; Elementary School Teachers; Special Education Teachers + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Ethnizität; Lehrerrolle; Cultural influence; Kultureinfluss; Bewusstseinsbildung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	Viewing classrooms as apolitical, race-neutral environments is not working -- and never has. In promoting color blindness, educators have denied student racial identities. In using the broad language of multicultural education, schools have maintained a strict adherence to white, middle class, heteronormative definitions of success. As a result, students from minoritized populations have been asked to adopt the norms of either school or home. Unsurprisingly, school has become a place of dissonance for too many. It is past time to change that pattern, and education leaders have a clear opportunity for change right now. The authors see teacher learning via inquiry as a major lever for this change. Working with teachers, the authors have found that the cultural inquiry process is a valuable tool for critical reflection and equity-oriented action. In this article, the authors present the benefits of teacher inquiry and present questions that characterize each step of the cultural inquiry process. They can be used as an individual inquirer or as part of an inquiry collective. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01