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Teaching To and Through Cultural Diversity

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Abstract

This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation. They are restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction; centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. Excerpts from samples of my own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.

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... More specifically, learning experiences in culturally relevant contexts foster positive school communities by bolstering underrepresented students' cultural confidence (Gay, 2013;Ladson-Billings, 1995). Prior research has shown that students in underrepresented populations tend to feel more isolated in schools and experience more difficulties in identity development and psychological distress (Osher et al., 2020;Rivas-Drake et al., 2020). ...
... CRE highlights that students' cultural backgrounds need to be reflected in all dimensions of education. When teachers offer learning opportunities that reflect students' lived experiences and problems, students are more likely to develop their cultural competence and experience academic success (Gay, 2013;Ladson-Billings, 1992, 1995. Previous CRE research has focused on its benefits for students from low-income or minoritized ethnic or racial groups (Castro-Olivo et al., 2016;Nieto, 2000). ...
... Through interviews with adult participants, we captured deeper insights into how culturally relevant reading activities at Freedom Schools can differ from traditional reading education in regular schools. Using the SEL lens, we found that CRE experiences can be linked to underrepresented students' positive social development (e.g., positive attitudes toward themselves and others) (Gay, 2013;Jagers et al., 2019;Ladson-Billings, 1995). The adult interviewees are also from racially minoritized groups; based on their own backgrounds, they offered their insights on how the students in this program could more effectively engage with reading activities at Freedom Schools. ...
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This study explored students’ prosocial efficacy and reading outcomes in a culturally relevant summer reading program for underrepresented students. From a positive developmental approach, the reading program focuses on topics rooted in multicultural education, with books organized according to themes such as making a difference for oneself, one’s family, the community, the country, and the world. In the mixed-method study, we analyzed the results of students’ surveys and reading tests (n = 87) and interviews with two teachers and a program coordinator. Students’ initial prosocial efficacy was positively related to reading test scores at the end of the intervention; the positive linking between the two variables was more remarkable in the younger children group and with female students. The supplementary findings from the interview analysis of adult participants (teachers and staff) indicate that underrepresented students from culturally relevant education are more likely to experience a higher sense of belonging and show greater reading engagement related to various social issues. This study’s findings provide valuable insights into what strategies of the SEL approach should be considered to support the social-emotional and academic growth of underrepresented students in future education.
... In other words, culturally responsive caring transcends sole instructional capabilities or demonstrating mere empathy and affection. It encompasses a more comprehensive implication, which requires the translation of teachers' endeavours into pedagogical decisions and practices to address students' diverse needs (Gay, 2013). ...
... If not, a discontinuity emerges between how they learn and how they are taught, which interrupts their mental schemata. A body of research investigating cultural incongruency in teaching and learning argues that teachers generally do not build their teaching on their students' prior knowledge, frames of reference, and cognitive schemata of CDS, and it creates a feeling a strangeness in CDS due to a lack of connection between learning and cultural heritage (Gay, 2002(Gay, , 2013Lucas et al., 2008;Villegas & Lucas, 2002). Therefore, it is important to connect what is taught at school and students' lives and experiences (Siwatu, 2007). ...
... Pedagogical Caring: Caring is a pivotal dimension of CRT to promote student engagement and achievement (Gay, 2018). It goes beyond mere instruction and encompasses empathy, support, and affection with the aim of fostering whole student development (Gay, 2013). Based on the nuanced distinction between 'caring about' ...
Thesis
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Drawing on the need of teaching culturally diverse students, I employ a sequential exploratory mixed methods design to identify novice EFL teachers’ Culturally Responsive Teaching (CRT) needs and explore the transversal skills for developing a culturally responsive EFL teaching habitus. The quantitative part of the study is related to identifying the level of CRT needs while the qualitative part involves developing the data collection instrument, delving into the needs, and exploring the transversal skills. Through employing cluster random sampling, the study involves 229 novice EFL teachers in Ankara, Türkiye. The data collection includes informal and cognitive interviews to develop the primary data collection tool and its scoring rubric, Culturally Responsive English Teaching Needs Assessment with Vignettes (CRETNAV), an open-ended survey tool to identify teachers’ needs. I also utilise field notes, memos, and focus group interviews with experts. I employ inductive content analysis and descriptive statistics to analyse the data. In addition, a panel of five experts are employed to consult their expertise during the exploration of the transversal skills based on the identified needs. Data collection and analyses procedures occur between 2022 and 2024. Findings reveal a large spectrum of CRT needs of novice EFL teachers. As a result, the study identifies a set of transversal skills necessary for developing a culturally responsive EFL teaching habitus under four major teacher learning zones, namely culturally responsive caring, culturally responsive knowledgebase, culturally responsive instruction, and culturally responsive awareness for developing a culturally responsive EFL teaching habitus within the cultural context of Türkiye.
... The appropriate knowledge about multicultural education (MCE) is required to connect socially and culturally marginalized students with their indigenous knowledge and scientific facts taught in a traditional classroom structure. MCE is an approach to teaching that values classroom diversity, including content, methods, perspectives, educators, students, and cultures (Gay 2010(Gay , 2013. Being a multicultural educator means embracing students' and others' cultural diversity to nurture students' academic and personal growth (Banks 2004). ...
... Being a multicultural educator means embracing students' and others' cultural diversity to nurture students' academic and personal growth (Banks 2004). Indigenous peoples of various Western nations wanted their histories and cultures reflected in their national cultures through school (crossing the culture), college, and university curricula (Gay 2013). In order to develop multicultural education, it is important to respond to the concerns of ethnic, racial, and cultural groups (El-Saghir 2015). ...
... However, till now, multicultural education has yet to become a central part of the regularly offered curriculum to all Nepali students. Instead, educators have relegated it primarily to social studies, language arts, and the fine arts (Gay 2013). However, many teachers still need to learn about implementing and the worth of developing academic skills and building a unified national community Content courtesy of Springer Nature, terms of use apply. ...
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This paper mainly focuses on differentiating between novice and experienced teachers in indigenous science teaching practices in a multicultural classroom in Nepal. I have connected this study with my journey of multicultural science teaching with theoretical assumptions. For this study, two basic level science teachers (grades 1–8) were purposefully selected, representing both the Gorkha district's rural and urban secondary schools. One of the participants was a novice and non-science background teacher, while the other was experienced and from a science background. Classroom observation and interviews were used as the tools in this study. I observed both the teachers' science teaching praxis three times, and interviews were conducted to unpack their experiences with science teaching. During the observation, it was noted that the urban, experienced Nepali language users and qualified and trained teachers can teach any subject more effectively than a novice. Novice teachers could see a significant change in their teaching strategies after they received pedagogical support in teaching methods and language use. The findings depict that contextual pedagogical support (CPS), implementation of the new pedagogical teaching ICAP model, and using students' mother (home) language as the medium of instruction played key roles in decolonizing the current context of multicultural science teaching.
... Engaging in cultural responsiveness requires teachers to integrate students' experiences and perspectives into teaching (Gay, 2013). Importantly, cultural responsiveness is not a unidimensional construct; rather, it encompasses a variety of dimensions that together describe teachers' willingness and ability to engage in these practices. ...
... Ladson-Billings (1995) and Gay (2002) posit that educators' instruction is influenced by their culture, and their students' understanding of such instruction is influenced by their own cultural lens. When these cultural lenses do not match, which often rings true for students who are not white and may speak primary languages other than English, opportunities to connect with instruction and learning are reduced (Gay, 2013). Teachers who engage in culturally responsive practices assuage this cultural disconnect by placing students' cultural knowledge and socio-political-historical contexts at the forefront of instruction and learning (Dickson et al., 2016). ...
... CRT pertama kali diperkenalkan oleh (Gay, 2013) yang mendefinisikannya sebagai sebuah pendekatan pengajaran yang menggunakan referensi budaya siswa sebagai landasan untuk mengembangkan keterampilan akademik, kemampuan kritis, dan pembentukan karakter. (Gay, 2013) menegaskan bahwa budaya adalah inti dari pembelajaran karena memengaruhi cara siswa berpikir, merasa, dan bertindak. ...
... CRT pertama kali diperkenalkan oleh (Gay, 2013) yang mendefinisikannya sebagai sebuah pendekatan pengajaran yang menggunakan referensi budaya siswa sebagai landasan untuk mengembangkan keterampilan akademik, kemampuan kritis, dan pembentukan karakter. (Gay, 2013) menegaskan bahwa budaya adalah inti dari pembelajaran karena memengaruhi cara siswa berpikir, merasa, dan bertindak. Dalam CRT, pengajaran yang sensitif budaya tidak hanya menghormati perbedaan, tetapi juga mengintegrasikan budaya siswa ke dalam kurikulum, strategi pengajaran, dan lingkungan kelas. ...
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This study aims to analyze the implementation of the Culturally Responsive Teaching (CRT) approach in Physical Education, Sports, and Health (PJOK) learning at SMK N 8 Semarang. CRT is used to answer the challenges of cultural diversity of students, by integrating local cultural values in the learning process. The research method used is descriptive qualitative with data collection techniques in the form of observation, interviews, and documentation. The research population includes all PJOK teachers and students at SMK N 8 Semarang, as well as documents related to learning. The research sample consists of one PJOK teacher and students in a particular class that is the focus of the CRT approach. Learning documents such as the Lesson Implementation Plan (RPP), evaluation tools, and teaching materials were also analyzed. The sampling technique used purposive sampling to ensure the representation of subjects that are relevant to the research objectives. The results showed that PJOK teachers succeeded in integrating local cultural values in learning through traditional games, contextual discussions, and culture-based sports activities. Students responded positively to this approach, which created an inclusive and meaningful learning environment. This study contributes to the development of local culture-based PJOK learning practices in vocational high schools.
... The oft-referenced "demographic gap" between teachers who share the same language, and middle class and diverse student populations remains a serious challenge for teacher education (Gay, 2013). Students from racial and ethnic minority groups now make up a proportional majority in public schools. ...
... This content includes knowledge about the history, culture, and contributions of various ethnic, racial, and cultural groups. Several studies show that the integration of multicultural content can increase cultural awareness and cross-cultural understanding among teacher candidates (Gay, 2013). Development of cross-cultural competence (Causey et al., 2000). ...
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In the context of an increasingly culturally diverse society, multicultural education becomes an essential aspect in preparing teachers to create an inclusive and responsive learning environment for the diversity of students. This paper reviews the literature related to multicultural-based teacher education curriculum reform through a systematic literature review. By analyzing various sources, such as peer-reviewed journal articles, books, and research reports, this study explores the concepts, principles, and best practices in integrating multicultural perspectives into teacher education programs. The systematic literature review reveals that multicultural-based teacher education curriculum reform plays a crucial role in equipping prospective teachers with the necessary knowledge, skills, and attitudes to teach effectively in diverse environments. The literature review results indicate that multicultural-based teacher education curriculum reform plays a crucial role in equipping prospective teachers with the necessary knowledge, skills, and attitudes to teach effectively in diverse environments. A well-designed curriculum can promote cross-cultural understanding, and develop pedagogical strategies responsive to student diversity. This paper highlights the importance of incorporating multicultural content, developing cross-cultural competencies, and promoting critical reflection in teacher education curricula. Additionally, this research identifies challenges and strategies for effectively implementing a multicultural approach, such as ongoing professional development, and stakeholder engagement. The findings from this literature review provide valuable insights for policymakers, curriculum developers, and educators in designing more inclusive and culturally responsive teacher education programs. By preparing teachers competent in addressing diversity, the education system can contribute to creating a fair learning environment and provide opportunities for all students to develop optimally.
... Educators must acknowledge that racism and oppression still exist in our schools and our society to consciously make choices that benefit all students. Studies have found that one effective way to combat systemic oppression is to employ African American teachers (Gay, 2013;Lindsay, 2017;Scheurich & Skrla, 2003). The teacher's race could be influential for improving student achievement and in combating inequality in several ways: being preventative by reducing the risk of racial bias, reducing the likelihood of African American students experiencing exclusionary discipline, and increasing students' reading achievement scores (Lindsay, 2017). ...
... Evidence suggests that hiring and retaining a more significant number of African American teachers could positively impact the development of African American children (Lindsay, 2017;Payne & Welch, 2010). It is imperative that the teaching workforce become more diversified to reflect the increasingly diverse student demographics seen in schools (Gay, 2013;Lindsay, 2017). ...
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This mixed-methods, sequential explanatory case study was designed to assess the effects of a Restorative practices intervention curriculum on student behavior at a disciplinary alternative secondary campus, and to assess the effects of this curriculum on teacher and administrator decisions regarding student discipline, through the lenses of Social Justice Theory. There is currently no data available on the effects of Restorative practices among students who are already receiving the impact of exclusionary discipline in schools in the United States. Quantitative data was extrapolated using campus disciplinary data over the course of two academic school years. Qualitative data was extrapolated through a 42-question survey protocol and an eight-question interview protocol. The results assert Restorative practices curricula appear to have a positive impact on student’s behavior, teacher’s classroom management decisions, and administrator’s disciplinary decisions at the disciplinary alternative school.
... Educators must acknowledge that racism and oppression still exist in our schools and our society to consciously make choices that benefit all students. Studies have found that one effective way to combat systemic oppression is to employ African American teachers (Gay, 2013;Lindsay, 2017;Scheurich & Skrla, 2003). The teacher's race could be influential for improving student achievement and in combating inequality in several ways: being preventative by reducing the risk of racial bias, reducing the likelihood of African American students experiencing exclusionary discipline, and increasing students' reading achievement scores (Lindsay, 2017). ...
... Evidence suggests that hiring and retaining a more significant number of African American teachers could positively impact the development of African American children (Lindsay, 2017;Payne & Welch, 2010). It is imperative that the teaching workforce become more diversified to reflect the increasingly diverse student demographics seen in schools (Gay, 2013;Lindsay, 2017). ...
Article
This mixed-methods, sequential explanatory case study was designed to assess the effects of a Restorative practices intervention curriculum on student behavior at a disciplinary alternative secondary campus, and to assess the effects of this curriculum on teacher and administrator decisions regarding student discipline, through the lenses of Social Justice Theory. There is currently no data available on the effects of Restorative practices among students who are already receiving the impact of exclusionary discipline in schools in the United States. Quantitative data was extrapolated using campus disciplinary data over the course of two academic school years. Qualitative data was extrapolated through a 42-question survey protocol and an eight-question interview protocol. The results assert Restorative practices curricula appear to have a positive impact on student’s behavior, teacher’s classroom management decisions, and administrator’s disciplinary decisions at the disciplinary alternative school.
... These teacher programs have a tangible impact on teacher practices and student outcomes (Hollie, 2018;Nieto, 2010). Research has explored the development of teachers' cultural competence and how their attitudes and beliefs regarding cultural diversity influence classroom practices (Gay, 2013). ...
Research
Abstract: This study explored the challenges and benefits teachers face in implementing culturally responsive teaching, multicultural education, and global education and their impact on student learning, community integration, and sense of belonging. Through qualitative narrative research, I investigated how high school educators could create inclusive classroom environments. Four high school teachers from a suburban high school in Oregon, aged 21 or older, participated in semi-structured interviews focused on culturally responsive teaching, multicultural education, and global education. The research aimed to uncover high school teachers’ experiences across different career stages, offering insights to support educators and inform policy and teacher preparation programs, as well as potentially refining training for diverse classrooms. Thematic analysis provided understanding of diversity navigation skills, stressing the need for explicit training in global education. Narratives highlighted dedication to improving teaching practices, valuing diversity, and acknowledging challenges in achieving cultural inclusivity. The study suggested continuous learning and effective training to foster inclusive, diverse, and respectful educational environments. Teachers showed increased awareness and commitment to creating inclusive learning environments through CRT training and integrating multicultural and global education into their practices. Challenges included the need for targeted training and addressing gaps in cultural responsiveness. The study emphasized recognizing and valuing diversity, underlining the importance of continuous learning and professional development to establish a positive and inclusive school atmosphere. Keywords: culturally responsive teaching, multicultural education, global education, cultural competence, reflecting, inclusive environments
... Moreover, college education should support refugee students in their efforts to maintain their African identity, which is consistent with the efforts and principles of universities to diversify their campus in the U.S. (Jack, 2019). Part of this support could be to broaden the scope of multicultural education to include the voices, identities, and values of the African refugee students to ensure the promotion of cultural competence (Gay, 2013). ...
Article
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This paper seeks to understand how African refugee students in U.S. higher education construct their social and schooling identities while they negotiate the challenges they face. Although existing literature address- es identity formation among refugee students in the post resettlement period, little is known about how African adult college refugee students maintain their identities once settled in the United States. Framed as a qualitative case study, findings assert that African refugee college students face both linguistic and academic challenges as students enrolled in higher education in the U.S.; however, the magnitude of the linguistic challenges varies based on the status of English language as a medium of instruction in the country of the refugees’ first asylum. The two challenges—linguistic and academic challenge—become intertwined once refugees pursue post-secondary opportunities in the U.S. Findings highlight the juxtaposition of maintenance of previous schooling and cultural values while learning and negotiating a new culture of post-secondary schooling in the U.S.
... Along with the increase of cultural diversity in university, scholars suggest further exploration of campus climates for diversity and how they affect students' attitudes, behaviours and learning outcomes (Vaccaro, 2014;Wise et al., 2020). Despite the noted developmental differences, prior studies (Gay, 2013;Jabbar & Hardaker, 2013;Northedge, 2003;Schwarzenthal et al., 2020) indicated on the continuum of educational challenges and strategies on diversity management across various stages of education. The previous literature also emphasizes the role of teachers in fostering a safe and supportive climate within intercultural schools (Elbe et al., 2022;Schachner et al., 2019;Schwarzenthal et al., 2020). ...
Article
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Interdisciplinary Group Work (IGW) is increasingly being adopted in higher education settings to foster interdisciplinary competencies among students. The effectiveness of IGW hinges largely on the quality of student interactions across different disciplines. Understanding how students interact in IGW, along with the role of institutions and educators in facilitating such interaction, is crucial for enhancing interdisciplinary education quality. This study responds to the need for integrated research that considers both individual and environmental factors, employing Expectancy-Value Theory to assess perceived task value and constructing the notion of perceived teacher-initiated diversity climate as an environmental factor. It specifically examines the interactive influence of perceived benefits and costs on interdisciplinary interactions within group work and examines the impacts of perceived teacher-initiated diversity climate in boosting student’s perceptions and interactions in IGW contexts. Data collected from 108 third-year undergraduate students participating in team-based interdisciplinary programs reveals that positive perceptions of diversity significantly enhance interdisciplinary interactions, while perceived costs detract from them. It also shows that the challenges of interdisciplinarity do not substantially diminish students’ willingness to learn from various disciplinary perspectives. Importantly, perceived teacher-initiated diversity climate is related to greater positive perceptions in IGW, thereby improving interdisciplinary interaction. The paper concludes with suggestions for teachers and educational institutions on optimizing interdisciplinary education.
... En ocasiones, el profesorado puede que no cuente con demasiada experiencia para interaccionar con culturas diferentes, quizá porque en su contexto cercano no ha podido compartir o tener experiencias educativas donde convergen diferentes culturas (Gay, 2013), lo que puede conllevar que no exista entonces un cuestionamiento de la propia identidad docente o de sus actitudes que permita no solo reconocer los valores de cada estudiante sin importar su condición social o cultural, sino también aprender de ello, algo necesario para ejercer una ECR en las aulas (Villegas & Lucas, 2002, Vavrus, 2008. Es importante analizar las creencias del profesorado sobre la diversidad cultural de su alumnado para que adquieran una mayor autoeficacia y disposición docente para trabajar en espacios culturalmente diversos. ...
Article
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Las aulas educativas son un fiel reflejo de las sociedades cada vez más diversas y desiguales, es por ello que el profesorado precisa de una determinada disposición docente hacia sus estudiantes y su enseñanza que garantice una mayor justicia social. Este artículo describe una investigación instrumental centrada en la adaptación y validación en población española de la Disposition for Culturally Responsive Pedagogy Scale (Whitaker & Valtierra, 2018). El objetivo principal es analizar las características psicométricas de esta escala, que evalúa la disposición docente hacia la Educación Culturalmente Receptiva (ECR). No se conocen o no hemos hallado instrumentos específicos en castellano que analicen la disposición docente hacia esta pedagogía. Se ha utilizado una metodología de corte cuantitativo por medio de un método de encuestas administradas a profesores de diferentes niveles educativos y regiones de España (N = 538). El análisis factorial confirmatorio reveló un ajuste óptimo para una estructura de tres factores: praxis educativa, comunidad y justicia social, tras eliminar dos ítems originales. Los resultados del análisis de fiabilidad indican una consistencia interna adecuada, con índices de Alfa de Cronbach (α = .942) y Omega de McDonald (ω = .943) satisfactorios. Además, se encontraron diferencias estadísticamente significativas respecto a las disposiciones hacia la ECR según el sexo, nivel educativo y especialidad del profesorado, lo que sugiere la relevancia de considerar estas variables al evaluar la disposición docente hacia la ECR en diferentes contextos educativos. En conclusión, el estudio proporciona una primera herramienta válida y fiable para conocer la disposición del profesorado hacia la ECR, contribuyendo así a la mejora de una educación más inclusiva y equitativa.
... There are numerous studies about CRT that include the integration of cultures of IKSPs in instruction (Gay, 2013;Karatas, 2020;Robinson, 2020). The integration IKSPs in teaching has been shown to result in functionally responsive and relevant learning experiences that enable students to acquire theoretical knowledge and support them to understand their purposes as individual members of their cultural milieu (Aronson & Laughter, 2016;Soylu et. ...
Article
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Elements of culture and indigenous knowledge are integral to instruction and foundational to meaningful learning experiences. Using an embedded mixed-method design, this study examined instructional strategies and their extent of usage in integrating Ifugao indigenous knowledge systems and practice (IKSPs) in the teaching of Philippine Studies at the Ifugao State University-Potia Campus. Equally, the difficulties of the 24 Philippine Studies teachers experienced in integrating Ifugao culture and IKSPs were investigated via interviews. Results showed that behavioural and attitudinal teaching strategies were employed primarily in integrating Ifugao IKSPs while output-driven and project-based teaching strategies were used to a lesser extent. Qualitative data analysis revealed that felt problems and predicaments encountered primarily encompassed pedagogical and instructional skills, classroom management, and teachers' attitudes towards cultural differences. Implications of this study include the need for collaboration between and among teachers, educational managers, and community stakeholders to craft responsive interventions to capacitate teachers about the principles of culturally responsive instruction in the University.
... There are numerous studies about CRT that include the integration of cultures of IKSPs in instruction (Gay, 2013;Karatas, 2020;Robinson, 2020). The integration IKSPs in teaching has been shown to result in functionally responsive and relevant learning experiences that enable students to acquire theoretical knowledge and support them to understand their purposes as individual members of their cultural milieu (Aronson & Laughter, 2016;Soylu et. ...
Article
Elements of culture and indigenous knowledge are integral to instruction and foundational to meaningful learning experiences. Using an embedded mixed-method design, this study examined instructional strategies and their extent of usage in integrating Ifugao indigenous knowledge systems and practice (IKSPs) in the teaching of Philippine Studies at the Ifugao State University-Potia Campus. Equally, the difficulties of the 24 Philippine Studies teachers experienced in integrating Ifugao culture and IKSPs were investigated via interviews. Results showed that behavioral and attitudinal teaching strategies were employed primarily in integrating Ifugao IKSPs while output-driven and project-based teaching strategies were used to a lesser extent. Qualitative data analysis revealed that felt problems and predicaments encountered primarily encompassed pedagogical and instructional skills, classroom management, and teachers' attitudes towards cultural differences. Implications of this study include the need for collaboration between and among teachers, educational managers, and community stakeholders to craft responsive interventions to capacitate teachers about the principles of culturally responsive instruction in the University.
... In other words, Korean adolescents who prioritize interpersonal harmony tend to have higher levels of peer-relationships, whereas Chinese adolescents who prioritize individual values tend to have higher levels of self-determination. This could be interpreted as a reflection of national cultural differences concerning interpersonal relationships (Blanchard et al., 2009;Gay, 2013). ...
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Introduction In order to identify effective strategies for enhancing a high-quality physical education system, it is imperative to undertake research that examines the nuances of educational culture, specifically focusing on the psychological experiences of early adolescents within physical education classes. This study aims to compare self-determination, peer-relationships, and feelings of alienation in physical education among adolescents from Korea and China, both situated in East Asia, with respect to their nationality and gender. Methods One hundred and twenty two early adolescent males (M = 14.34, SD = 0.65) and 78 females (M = 14.34, SD = 0.64) from South Korea and 125 early adolescent males (M = 14.13, SD = 0.58) and 70 females (M = 14.13, SD = 0.59) from China participated in this study, with a mean age of 14.24 ± 0.62. The Academic Self-Regulatory Scale (SRQ-A), Peer-relationship Questionnaire, and a Scale for Measuring Student Alienation in Physical Education were utilized for data analysis. For statistic comparisons, a t-test was used. Results Self-determination of male and female students in China was significantly higher than that of male and female students in Korea, respectively. Peer-relationship of male students in Korea was significantly higher than that of male students in China. Physical education alienation of the female students in Korea was significantly higher than that of male students in Korea. Discussion Given that the influence of self-determination, peer relationships, and physical education alienation varies by nationality and gender, it is crucial to seek and implement strategies to develop an effective physical education system. By doing so, physical education alienation can be minimized and prevented, ultimately preserving the health and well-being of adolescents. This approach is vital for fostering a supportive and inclusive environment that promotes lifelong fitness and health.
... Such difficulties used to be ascribed to cognitive or non-cognitive "deficits" (Bernstein, 2003;Hess & Shipman, 1965;Lewis, 1998;Payne, 2005), or "opposition to education" (Fordham & Ogbu, 1986;Ogbu, 2004). Contemporary scientific explanations of the academic failure of minority students are founded on the multicultural education premise that schools have not adapted the curriculum and instruction to cultural differences (Gay, 2013(Gay, , 2015Gay & Kirkland, 2003;Ladson-Billings, 2012), or on the critical theory assumptions that inequalities have been systematically reproduced through education (Apple, 2011;Freire, 2014;Gorski, 2008;Skubic Ermenc, 2016). These changes in addressing the issue of academic underachievement have led to placing additional emphasis on the importance of developing teacher competencies, including raising their awareness about teaching-related ethical questions (Banks, 2006), as well as enhancing critical cultural awareness and self-awareness (Gay & Howard, 2000;Villegas & Lucas, 2007). ...
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This paper looks at the intercultural sensitivity of teachers in a culturally heterogeneous context in Serbia, defined in accordance with Milton Bennett's Developmental Model of Intercultural Sensitivity. The main objective of this research was to determine the following: a) the average developmental orientation and perceived orientation scores of the teachers; b) the frequency of participants in different stages of developmental orientation; c) whether there are significant differences between the developmental and the perceived orientation of teachers; d) whether the gap between the perceived and the developmental orientation varies across the developmental continuum in line with the supposition of the Dunning-Kruger effect. The sample consisted of 76 primary school teachers from Vojvodina and South Serbia. Furthermore, the Intercultural Development Inventory (IDI®), used in this research, is based on the theoretical foundations of the selected model of intercultural sensitivity. The results indicate that the mean developmental orientation of teachers is in the range of minimization, while they perceive themselves as more interculturally sensitive, in alignment with the ethno-relativistic orientation of acceptance. The differences between the perceived and the developmental orientations are significant. The Abstract 404 gap between the perceived and the developmental orientations decreases with higher intercultural sensitivity, meaning that those teachers who are interculturally sensitive are more objective in assessing their own intercultural sensitivity in comparison with those who are less interculturally sensitive. The implications of the obtained results, when it comes to the professional roles of teachers and their development as reflexive practitioners, are further discussed in this article. Developmental Model of Intercultural Sensitivity, teachers, Intercultural Development Inventory -IDI®, developmental and perceived orientation, Dunning-Kruger effect.
... This article considers CRE as a means of making sense of pre-service teachers' knowledge, leading to recommendations for teacher education to promote the academic, emotional and social needs of all students by preserving and maintaining their different cultural values (Gay, 2013;Paris, 2012). Previous studies have primarily focused on intercultural education and on teachers' and pre-service teachers' views and self-efficacy beliefs regarding intercultural education (Kilinç, 2014;Roiha & Sommier, 2021;Tarman, 2012). ...
... Integrating culturally diverse materials and examples into the curriculum can make learning more engaging and relevant, helping students to see the value and application of their education in real-world contexts (Mouboua and Atobatele 2024). Research by Gay (2018) supports the idea that culturally responsive teaching can significantly boost student motivation and academic success by connecting learning to students' cultural contexts. Technological factors also play a crucial role in the implementation of hybrid teaching methods (Wang 2023). ...
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In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.
... The hyper-diverse social structure that has been taking shape in the last fifteen years worldwide, constantly changes socio-cultural conditions and dynamics and, in education's case, creates hyper-diverse classrooms. Education is, therefore, responsible to address school heterogeneity with the help of intercultural and inclusive education (Gay, 2013), an effort that should not be limited to the classroom but should be implemented in the entire school community and extend to the host society (Lee, 2010). Thus, the design of an educational policy that meets today's requirements, becomes imperative. ...
Article
In the following qualitative study, researchers explored the impact of a culturally and linguistically responsive counseling course in Spanish and its impact on participants ( N = 3) at a Historically Black College and University counseling program. The course aimed to prepare students to work with Spanish‐speaking populations. The researchers identified three themes that reflected counselors’ training experiences during the course.
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Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes towards and experiences of implementing these initiatives. This study draws on survey data to explore how urban and rural/suburban elementary school teachers across the state of New York understand and implement the state’s CRSE framework. Results show that although CRSE is not necessarily a top priority of many schools across the state, teachers generally have positive perceptions of CRSE and have been accountable in taking concrete steps towards implementing inclusive curriculum. However, they can benefit from more school- and district-level support. Lastly, teachers in rural/suburban districts outside of NYC reported significantly lower rates of school-wide buy-in into CRSE. These findings support the development of school- or districtwide professional learning opportunities to build understanding of the state’s framework and ways to collaboratively translate CRSE values into inclusive teaching.
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This qualitative study surfaced beliefs around reading instruction and reading development at the onset of an elementary literacy methods course. Prior understandings and knowledge around reading instruction and reading acquisition emerge through various experiences and have the potential to contradict notions presented by teacher educators. This inquiry explored prior beliefs held by five preservice teachers (PSTs) about the nature of reading and the teaching of reading, drawing on a thematic analysis (Braun & Clarke, 2006) of a pre-course survey. Results indicated that early understandings of reading development and pedagogy appear to rely on levelling systems for assessing and identifying students’ acquisition of reading skills, as well as organizing students into levels for instruction. Beliefs that reading development progresses through a levelled gradient are problematic for both teacher and student, shifting attention away from the complex nature of reading acquisition and the skills required to develop proficiency. While no generalizable statement can be made regarding PSTs’ most frequently held beliefs, this pilot study puts forward the idea that understanding PSTs’ prior beliefs is a critical part of teacher education. Intentional opportunities to unpack prior beliefs and understandings may offer insight for teacher educators to engage students in discourse and experience cognitive dissonance around inconsistencies, making space for learning and unlearning. Keywords: preservice teachers, teacher education, levels, reading, reading assessment
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Although the term "culture" is a controversial term and there is no unified meaning that is accepted by all, societies deal with culture in every aspect of day-today life and interactions. The dilemma of how to introduce or accept a culture or cultural norm in a society, especially a society that is regarded as multicultural, is felt more intensely. Within international schools and specifically, in the multicultural society of countries such as the United Arab Emirates, this cultural diversity is clearly visible. On the other hand, the world-known and famous Reggio Emilia approach which has been successful in numerous Western countries has found its way to pre-primary education in the UAE. This paper will look into the implementation of the Reggio Emilia approach in the culturally diverse society of the UAE compared to Italy and other Western countries. The aim is to see if the important aspects of the Reggio Emilia approach such as teachers as researchers, children as citizens with rights, the role of the en
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Purpose This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools. Design/methodology/approach This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan ( N = 57) and Brazilian ( N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level. Findings In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis. Research limitations/implications In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling. Originality/value This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.
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The article addresses the issues of the acquisition of intercultural competence by teachers in a dynamically changing multicultural context. The acquisition of multicultural competence is understood as a creative effort of each teacher in the process of self-development and, consequently, in the process of shaping a culture of peace, which is directly related to the quality of intercultural education, education for peace. The authors present the competences and challenges governing intercultural education in a multicultural context, analysing the ideas and attitudes stemming from the spirit of tolerance and the values attributed to the dialogue conducted both in the domestic and foreign spheres. Such an attitude allows for the acquisition of so-called multicultural competence and the rejection of stigmatisation, xenophobia or extremist attitudes.
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In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative "site." Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
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Critical race theory (CRT) first emerged as a counterlegal scholarship to the positivistand liberal legal discourse of civil rights. This scholarly tradition argues against the slow pace of racial reform in the United States. Critical race theory begins with the notion that racism is normal in American society. It departs from mainstream legal scholarship by sometimes employing storytelling. It critiques liberalism and argues that Whites have been the primary beneficiaries of civil rights legislation.Since schooling in the USA purports to prepare citizens, CRT looks at how citizenship and race might interact. Critical race theory's usefulness in understanding education inequity is in its infancy. It requires a critique of some of the civil rights era's most cherished legal victories and educationalreform movements, such as multiculturalism. The paper concludes with words of caution about the use of CRT in education without a more thorough analysis of the legal literature upon which it is based.
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This article shows that 35 years of empirical research on teacher expectations justifies the following conclusions: (a) Self-fulfilling prophecies in the classroom do occur, but these effects are typically small, they do not accumulate greatly across perceivers or over time, and they may be more likely to dissipate than accumulate; (b) powerful self-fulfilling prophecies may selectively occur among students from stigmatized social groups; (c) whether self-fulfilling prophecies affect intelligence, and whether they in general do more harm than good, remains unclear, and (d) teacher expectations may predict student outcomes more because these expectations are accurate than because they are self-fulfilling. Implications for future research, the role of self-fulfilling prophecies in social problems, and perspectives emphasizing the power of erroneous beliefs to create social reality are discussed.
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It is difficult to identify classroom practices for teaching cultural diversity that could be applicable across national and cultural contexts. So much weight in research on ethnic and cultural diversity is given to the environmental, sociological and historical influences which mitigate learning that "universal" strategies are almost unthinkable. The author proposes that teacher education programmes focus on principles to guide classroom practices rather than specific practices themselves. Prospective teachers can be taught how to translate these principles into effective strategies for their particular classroom settings. Four principles are discussed: (i) how beliefs about diversity shape instructional behaviours; (ii) using multiple perspectives in learning about diversity; (iii) multiple techniques to achieve common learning outcomes; and (iv) developing skills to cross borders between different cultural systems. Specific examples are provided to illustrate what these principles look like in actual instructional practice, but the emphasis is on encouraging teachers to develop their own.
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Today, as in the past, racial oppression is not just a surface-level feature of society, but rather it pervades, permeates, and interconnects all major social groups, networks, and institutions across society.
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In this wonderful new volume, Geneva Gay makes a convincing case for using culturally responsive teaching to improve the school performance of underachieving students of color. Key components of culturally responsive teaching discussed include teacher caring, teacher attitudes and expectations, formal and informal multicultural curriculum, culturally informed classroom discourse, and cultural congruity in teaching and learning strategies. This is an excellent resource for anyone who cares about improving and recognizing the factors that shape culturally responsive teaching and learning.
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Although Critical Race Theory (CRT) originated in the legal arena, its influence has proliferated throughout the social sciences literature. Yet CRT has not spread significantly into the field of educational leadership, where the discourse on diversity has failed to penetrate the salience of racism in schooling. The purpose of this article is to confront the silence on race in schools and to summon scholars in the politics of education to critical analysis of race as an issue in public schools.
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The use of a dispositional framework in the preparation of teachers, especially one that attends to issues of social justice, has generated considerable debate of late. In this article, the author argues that assessing teacher candidates' dispositions related to social justice is both reasonable and defensible. She explains why social justice matters in teacher education, provides a definition of the term dispositions and discusses why programs of teacher education must attend to them, and gives examples of practices used at one institution to assess teacher candidates' dispositions related to social justice to illustrate that such assessment can be done in a fair and principled manner. The author concludes that underlying the dispositions debate is an all-out war to define the goals of public education, the role of teachers, the nature of knowledge, and conceptions of learning, teaching, and learning to teach.
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In 1995, Teachers College Record published an article by Gloria Ladson‐Billings and William Tate entitled ‘Toward a critical race theory of education’. In this article, the authors proposed that critical race theory (CRT), a framework developed by legal scholars, could be employed to examine the role of race and racism in education. Within a few years of the publication of the article by Ladson‐Billings and Tate, several scholars in education had begun to describe their work as reflecting a CRT framework. In this article, we review the literature on CRT in education that has been published over the past ten years. We also assess how far we have come with respect to CRT in education and suggest where we might go from here.
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During the past 15 years or so, teacher education research has made significant strides in studying the complex relationships between teacher beliefs and practices. This new line of research has generated important findings that are of practical implications for teacher education. This article reviews this small body of research and, in so doing, elucidates the two competing theses (i.e. ‘consistency’ vs ‘inconsistency') that are recurring in the literature on the relationships between teacher beliefs and practices. It begins with an overview of traditional research on teaching in general, followed by a discussion of teacher cognition under which teacher beliefs/theories are subsumed. After introducing the notion of ‘the Missing Paradigm’ in the mainstream teacher education research, the article examines the theoretical frameworks underlying teacher beliefs and practices research. Next it provides a synthesis of recent research on teacher beliefs and practices, addressing critical issues germane to the research findings. After a brief discussion of several critical methodological issues, the article outlines six possible directions for future research.
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This discussion focuses on an aspect of teacher education for diversity that is frequently mentioned but not developed in sufficient detail. It is preservice teachers’ and teacher educators’ attitudes and beliefs about racial, cultural, and ethnic differences.These are the ideological anchors of teaching decisions and behaviors and meet Cuban’s criteria of deep structures and second-order targets of educational reform.
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Some of the conceptual connections between general curriculum theory and multicultural education are traced, guided by the concept model of education and curriculum theory developed by George Beauchamp. The major premise is that multicultural education is consistent with, and actually a continuation of, some trends that have long-standing precedents in the United States. Multicultural education is further asserted to be compatible with the basic egalitarian principles of democracy and valuable in translating some of the fundamental ideas of American education into practice. Reviewing the literature makes it clear that developments in multicultural education scholarship meet the general criteria of curriculum theorizing in that the key concepts and parameters of the field have been defined and models and subtheories have been developed. Multicultural education is on its way to becoming a mature curriculum theory in its own right. Educational equity and excellence for all children cannot be obtained without the incorporation of cultural pluralism in all aspects of the educational process, and this will require more exploration of the connections between curricular innovations and elements of multicultural education. (Contains 145 references.) (SLD)
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This book is based on the simple premise that good teaching and multicultural teaching are indistinguishable. This premise is based on the belief that multicultural education is not a fringe or radical movement designed to threaten the basic mainstream of educational thought and practice. The child is the meaning-maker and that the teacher's task is to build structures and create strategies that help all children gather meaning from their surroundings. The key questions that guide discussion throughout the book are: (1) What is the relationship between principles of general and multicultural education? and (2) Why is it important for teachers to understand this relationship? The book is divided into five chapters: (1) "Principles of General Education"; (2) "Perspectives and Principles of Multicultural Education"; (3) "Principles of Human Growth and Development"; (4) "Principles for Democratic Citizenship"; and (5) "Pedagogical Principles." The book concludes with a short epilogue that summarizes and underscores two key ideas from the preceding chapters: (1) Multicultural education is an embodiment of the nation's commitment to the democratic values of freedom, equality, and justice for all citizens; and (2) Multicultural education is inextricably interrelated with the vision of educational excellence for all students. (EH)
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Presents a series of papers concerning sociological, psychological, linguistic, and anthropological perspectives of student-teacher communication. Nonverbal communication, bilingualism, black English, and the silence of Indian children are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
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