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What is Culturally Relevant Teaching

Chapter 7
Transformative Pedagogical Perspectives on Home Language Use in Classrooms
The teacher's practice of using their awareness of the varying elements of their community’s culture and the consequent impact on their students' learning to inform their teaching.
Published in Chapter:
The First Step: Teacher Endorsement of Innovative Language Awareness Practices
Voghn E. Tatem (The University of the West Indies, Cave Hill Campus, Barbados) and Martha Kimberly Marrast (The University of the West Indies, Cave Hill Campus, Barbados)
Copyright: © 2021 |Pages: 23
DOI: 10.4018/978-1-7998-4075-6.ch007
Abstract
Many of the current teacher resources fail to address the differences between home and target language; therefore, teachers in Barbados need to intentionally incorporate language awareness in their English Language teaching. Based on Craig's three-step orientation for language teaching and learning, this chapter presents data that sought to assist in concretizing the theory through practical application. For the research, eight teachers participated in a workshop designed to facilitate exposure to innovative uses of language awareness and expressed views about the application of the strategy within a focus group. Moreover, rich textual information was gathered through a thematic analysis of data. While participants expressed mixed views on the value of Bajan Dialect in the classroom, they agreed that some element of language awareness was needed. Further, they held the perspective that the implementation of the strategy would advance English Language teaching and learning in Barbados and move toward transformation in pedagogical practices.
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Chapter 10
Critical Reflections of Faculty Using TILT in Classrooms at a Historically Black University
Means a teaching pedagogy which is grounded in cultural competence, the teachers here connect with their students by relating the course content to their respective cultural backgrounds and racial origin.
Published in Chapter: Critical Reflections of Faculty Using TILT in Classrooms at a Historically Black University; From: Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education
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Chapter 13
Creatively Cultivating a Culturally-Responsive Mathematics Classroom
Derived from Ladson-Billings’ culturally relevant pedagogy, it is a means to empower students intellectually, socially, emotionally, and politically by bridging cultural experiences and historical references with concepts taught in school. This way of teaching makes learning more palatable and relevant to the learner.
Published in Chapter: Creatively Cultivating a Culturally-Responsive Mathematics Classroom; From: Creativity as Progressive Pedagogy: Examinations Into Culture, Performance, and Challenges
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Chapter 8
Learning to Teach in Mixed-Reality Simulated Virtual Environments at a Hispanic Serving Institution (HSI)
A term coined by Gloria Ladson-Billings (1994) AU17: The in-text citation "Gloria Ladson-Billings (1994)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , culturally relevant teaching refers to a “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” Geneva Gay (2010) AU18: The in-text citation "Geneva Gay (2010)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. further explains that CRT “uses the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning more relevant and effective.”
Published in Chapter: Learning to Teach in Mixed-Reality Simulated Virtual Environments at a Hispanic Serving Institution (HSI); From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 9
Transforming the Internal Narrative of Black Boys From Brokenness to Brilliance: The Role of the K-12 Educator
Empowers students to maintain cultural integrity while succeeding academically. The characteristics consist of validating and affirming, liberating, empowering, and transformative.
Published in Chapter: Transforming the Internal Narrative of Black Boys From Brokenness to Brilliance: The Role of the K-12 Educator; From: Handbook of Research on Race, Culture, and Student Achievement
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Chapter 8
Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom
This term describes the teaching practice that is aimed at increasing learners’ culturally relevant preparedness and that relies on three fundamental approaches (i.e., high expectations, cultural competence, and cultural consciousness). In this chapter, culturally relevant teaching is referred to as the desired teaching practice that can be facilitated by adopting the TEAM educational framework.
Published in Chapter: Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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