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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Gloria Jean Ladson-Billings FBA (born 1947) is an American pedagogical theorist and teacher educator known for her work in the fields of culturally relevant pedagogy and critical race theory, and the pernicious effects of systemic racism and economic inequality on educational opportunities.
Culturally relevant pedagogy also extends to culturally sustaining and revitalizing pedagogy which actively works to challenge power relations and colonization by reclaiming, through education, what has been displaced by colonization and recognizing the importance of community engagement in such efforts. [45]
As a result, educational anthropology has increasingly grappled with ideas of culturally relevant pedagogies (CRP), culturally responsive pedagogies, and culturally sustaining pedagogies (CSP). [17] These conversations around pedagogies that are empowering and highlight the cultural and linguistic capital of students are ongoing.
Pedagogy is interested in the forms and methods used to convey this understanding. [8] [7] Pedagogy is closely related to didactics but there are some differences. Usually, didactics is seen as the more limited term that refers mainly to the teacher's role and activities, i.e how their behavior is most beneficial to the process of education.
Critical pedagogy of place is a curricular approach to education that combines critical pedagogy and place-based education. [1] It started as an attitude and approach to place-based and land-based education (both largely considered under the umbrella of environmental education) that criticized place-based education's invisible endorsement of colonial narratives and domineering relationships ...
The students' college enrollment rate was higher than the national average for Latino/a students. When schools focus on inequities, school can create a positive, safe experience for minority students, where they feel empowered to continue their education and verify their importance. [32] Multicultural education can affect student self-perception.
One could become literate for an oral culture (with no written language or recorded media) only by extended conversation. Alternatively, one could become literate for a written culture through conversation as well as reading culturally relevant books or exposure to culturally relevant films, plays, monuments, television shows, etc.