Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice

Autor/in	Schmeichel, Mardi
Titel	Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice
Quelle	In: Journal of Curriculum Studies, 44 (2012) 2, S.211-231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.591434
Schlagwörter	Stellungnahme; Achievement Gap; Culturally Relevant Education; Academic Achievement; Educational Policy; Teaching Methods; Equal Education; Educational Practices; Instructional Effectiveness; African American Achievement; African American Students; Educational Strategies; Cultural Differences; Educational Philosophy; Educational Improvement + Suchen Sie Ihr Suchwort? Schulleistung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtserfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lehrstrategie; Kultureller Unterschied; Bildungsphilosophie; Erziehungsphilosophie; Teaching improvement; Unterrichtsentwicklung
Abstract	The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in education, culturally relevant teaching has emerged as a good teaching strategy to improve achievement. Using genealogical methods to examine the ways in which culture has become relevant to classroom practice, the author argues that that the perceived difference from white students that made it possible to conceive of children of colour as culturally deficit in the 1960s is also invoked in more recent literature that promotes attending to culture as an equity strategy. The take-up of culturally relevant teaching as something that a teacher can "do", instead of a critical stance that a teacher takes, is also examined and critiqued. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10