Exploring Culturally Relevant/Responsive Pedagogy as Praxis in Teacher Education (2018)

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Culturally Responsive Pedagogy

AUTHORS: Tambra O. Jackson & Gloria S. Boutte

The New Educator, 14:2, 87-90

Below is an excerpt. Click here to access this article.

For more than 30 years, education scholars have examined teaching practices and developed theories that center the cultural ways of being and knowing for historically marginalized youth (Au & Mason, 1983; Gay, 2000; Irvine, 2002; LadsonBillings, 1995, 2009; Moll, Amanti, Neff, & Gonzalez, 1992). Collectively, these practices and theories are known as asset-based pedagogies in which students’ cultural frames of reference and funds of knowledge are viewed as strengths and drawn upon in the learning process. Unlike traditional teaching and schooling practices grounded in the history of assimilation (Williamson, Rhodes, & Dunson, 2007), asset-based pedagogies allow for deliberate efforts toward cultural understandings, critiques of social injustices, and liberatory action.


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