Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices

Autor/inn/en	Jez, Rebekka J.; Hauth, Clara M.; Ramers, Lauren H.
Titel	Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices
Quelle	In: Journal of International Special Needs Education, 25 (2022) 2, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Foreign Countries; Equal Education; Culturally Relevant Education; Cultural Influences; Inclusion; Student Diversity; Faculty Development; Teacher Competencies; Classroom Techniques; Student Motivation; Empathy; Cooperation; Postsecondary Education; Family School Relationship; Elementary Secondary Education; Educational Change; International Cooperation; Teacher Collaboration; Cultural Capital; Change Strategies; Global Approach; Barriers; Achievement Gap; United States; South Africa; California; Virginia; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Cultural influence; Kultureinfluss; Inklusion; Lehrkunst; Klassenführung; Schulische Motivation; Empathie; Co-operation; Kooperation; Post-secondary education; Tertiäre Bildung; Bildungsreform; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerkooperation; Lösungsstrategie; Globales Denken; USA; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Kalifornien
Abstract	This qualitative exploratory case study addresses constructs of educational inequity on a global scale through an iterative analysis of the cultural experiences of 61 educators from South Africa and the United States. The project provided an online and in-person network for educators to discuss cross-cultural challenges, educational system assets, and inclusive strategies for supporting culturally and linguistically diverse learners. A shared professional development process, designed from an adapted Changemaking process, increased the knowledge, understanding, and application of innovative, culturally responsive inclusive practices of new teachers while also serving as an opportunity for veteran teachers to receive additional teacher training. Educators exchanged ideas on increasing positive classroom management, motivating learners using empathy, collaborating effectively, linking learning and postsecondary transition experiences, and improving partnership with families. This global and cultural exchange exposed them to unique and diverse educational perspectives, a critical aspect in supporting all learners within the K-12 educational system. Results of this project indicate that using the adapted Changemaking process increased educators' awareness of culturally responsive inclusive practices, allowed participants to make comparisons between global contexts, developed empathy, and inspired collaborative engagement and leadership within their individual educational settings. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01