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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 ...
Education debt is a theory developed by Ladson-Billings to attempt to explain the racial achievement gap. As defined by Professor Emeritus Robert Haveman, a colleague of hers, education debt is the "foregone schooling resources that we could have (should have) been investing in (primarily) low income kids, which deficit leads to a variety of social problems (e.g. crime, low productivity, low ...
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.
"Toward a framework for culturally responsive design in multimedia computer environments: Cultural modeling as a case". Mind, Culture, and Activity, 10(1), 42–61. Lee, C. D. (2008). "The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility".
Multicultural teacher education for the 21st century. The teacher educator, 36(1), 1–16. Howard, T. C. (2001). Telling their side of the story: African-American students' perceptions of culturally relevant teaching. The Urban Review, 33, 131–149. Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection.
One of ecopedagogy's goals is the realization of culturally relevant forms of knowledge grounded in normative concepts such as sustainability, planetarity (i.e. identifying as an earthling) and biophilia (i.e. love of all life). [1]
Culturally responsive PBIS (CR-PBIS) is also a framework aimed at restructuring school culture much like PBIS, but CR-PBIS uses strategies that acknowledge the differences in behavioral norms for culturally and linguistically diverse students [12] and incorporate trauma-informed practices. [13]
Culturally relevant pedagogy involves curriculum tailored to the cultural needs of students and participants involved. Culture is at the core of CRP and teachers and educators aim for all students to achieve academic success, develop cultural competence, and develop critical consciousness to challenge the current social structures of inequality ...