An Agenda to Strengthen Culturally Responsive Pedagogy

Autor/in	Sleeter, Christine E.
Titel	An Agenda to Strengthen Culturally Responsive Pedagogy
Quelle	In: English Teaching: Practice and Critique, 10 (2011) 2, S.7-23 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Stellungnahme; Teaching Methods; Educational Change; Politics of Education; Business; Models; Cultural Pluralism; Social Justice; Commercialization; Culturally Relevant Education; State Departments of Education; Educational Theories; Accuracy; Educational Research; Minority Groups; Theory Practice Relationship; Time Perspective; Educational Trends; Political Attitudes; Indigenous Knowledge; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Educational policy; Bildungspolitik; Business studies; Wirtschaft; Betriebswirtschaft; Analogiemodell; Kulturpluralismus; Soziale Gerechtigkeit; Kultusministerium; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Ethnische Minderheit; Theorie-Praxis-Beziehung; Zeitbezug; Bildungsentwicklung; Political attitude; Politische Einstellung
Abstract	Over the last two decades in many countries, culturally responsive, multicultural and bilingual approaches to teaching have largely been replaced by standardised curricula and pedagogy, rooted in a political shift toward neoliberalism that has pushed business models of school reform. I argue that neoliberal reforms, by negating the central importance of context, culture and racism, are reversing the empowered learning that culturally responsive pedagogy supports. To address these problems, I argue that educators who work with culturally responsive pedagogy must engage in three areas. First, a persistence of faulty and simplistic conceptions of what culturally responsive pedagogy is must be directly confronted and replaced with more complex and accurate views. Second, the research base that connects culturally responsive pedagogy with student learning must be strengthened. Third, the political backlash from work that empowers minoritised communities must be anticipated and addressed. (Contains 3 figures and 1 footnote.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10