Negotiating the Cultural Terrain in Transforming Classrooms--The LEAP MODEL

Autor/in	Kapofu, Lifeas Kudakwashe
Titel	Negotiating the Cultural Terrain in Transforming Classrooms--The LEAP MODEL
Quelle	In: International Education Studies, 14 (2021) 3, S.51-63 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Educational Change; Teaching Methods; Culturally Relevant Education; Student Diversity; High School Students; Cultural Awareness; Sociocultural Patterns; Anthropology; Teacher Attitudes; Teacher Student Relationship; Urban Youth; Models; Faculty Development; High School Teachers; Cultural Pluralism; Cultural Differences; Knowledge Base for Teaching; Reflective Teaching; Student Characteristics; Minority Group Students + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Soziokulturelle Theorie; Anthropologie; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Analogiemodell; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kulturpluralismus; Kultureller Unterschied; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers' experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01