Literaturnachweis - Detailanzeige
| Autor/inn/en | D'Andrea Martínez, Pamela; Peoples, Leah Q.; Martin, Jeremy |
|---|---|
| Titel | Becoming Culturally Responsive: Equitable and Inequitable Translations of CRE Theory into Teaching Practice |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 4, S.476-504 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (D'Andrea Martínez, Pamela) ORCID (Peoples, Leah Q.) ORCID (Martin, Jeremy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-023-00658-5 |
| Schlagwörter | Culturally Relevant Education; Equal Education; Educational Theories; Teaching Methods; Educational Change; Competency Based Education; Public School Teachers; Individualized Instruction; New York (New York) |
| Abstract | Research on Culturally Responsive Education (CRE) to date has mostly focused on identifying the aspects of education that already work for Black, Indigenous, and Students of Color. Building on this important literature base, this qualitative study examines the "implementation," rather than the "identification," of CRE practices. The seven New York City public schools that participated in the study were making school-wide changes for CRE as part of a program for Competency-Based Education (CBE) for personalizing learning for students. Both CRE and CBE are employed in schools to address common issues associated with educational inequities such as irrelevant lessons, teacher biases, one-size-fits-all instruction, and systemic racism. Based on interviews with teachers at the study schools, our findings demonstrated that teachers translated CRE theory into their CBE practice in three key ways: (1) deficit practices, where instructional choices were treated as neutral; (2) access practices, where instruction was differentiated but was not culturally responsive; and (3) transformative practices, where student agency challenged traditional structures. We argue that for schools and educators to meaningfully grapple with the issues of power they seek to address by engaging in CRE, they must embrace and nurture a more radical CRE imagination that leads to deeper school transformation. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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