Abstract
This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students’ attention, and culturally responsive pedagogy as a tool of assimilation. As teacher educators, we see a need to critically examine pedagogical approaches to specifically identify the perpetuation of historical inaccuracies, harmful stereotypes, and masks of good intentions. Three premises are proposed that reflect a commitment to defining and identifying culturally responsive teacher education practices.
Highlights
This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments
We rely on Scholars of Color who recognize good teaching as pedagogy framed in the lives of students and their cultural orientations (Gay, 2014; Gonzáles, Moll, & Amanti, 2005; Howard, 2019; Ladson-Billings, 1994); the socio-historical context of schooling (Haskins & Haskins, 1998; Sleeter, 2012); the nuances of urban education (Milner, 2012; Howard, 2019); and a willingness to confront the policies and processes in educational systems that disregard the backgrounds and needs of learners (Kincheloe 2010; Kozol, 1992)
Scholarship in urban education indicates teachers may recognize the importance of student culture; yet, they often fall short of consciously anchoring culturally responsive pedagogy to student learning (Paris & Alim, 2017; Sleeter, 2011; Young, 2010)
Summary
This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. We rely on Scholars of Color who recognize good teaching as pedagogy framed in the lives of students and their cultural orientations (Gay, 2014; Gonzáles, Moll, & Amanti, 2005; Howard, 2019; Ladson-Billings, 1994); the socio-historical context of schooling (Haskins & Haskins, 1998; Sleeter, 2012); the nuances of urban education (Milner, 2012; Howard, 2019); and a willingness to confront the policies and processes in educational systems that disregard the backgrounds and needs of learners (Kincheloe 2010; Kozol, 1992)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
