Teaching through Culture: One Teacher's Use of Culturally Relevant Practices for African American Preschoolers

Autor/inn/en	Sturdivant, Toni Denese; Alanís, Iliana
Titel	Teaching through Culture: One Teacher's Use of Culturally Relevant Practices for African American Preschoolers
Quelle	In: Journal for Multicultural Education, 13 (2019) 3, S.203-214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-03-2019-0019
Schlagwörter	Culturally Relevant Education; African American Students; Preschool Children; Teaching Methods; African American Teachers; Family School Relationship; Classroom Environment; Cultural Pluralism; Teacher Student Relationship; Class Activities; Sense of Community + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Purpose: Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach: The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings: The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students' interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value: This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01