Confronting the Marginalization of Culturally Responsive Pedagogy

Autor/in	Sleeter, Christine E.
Titel	Confronting the Marginalization of Culturally Responsive Pedagogy
Quelle	In: Urban Education, 47 (2012) 3, S.562-584 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911431472
Schlagwörter	Cultural Awareness; Teaching Methods; Culturally Relevant Education; Multicultural Education; Knowledge Level; Teacher Attitudes; Educational Research; Research Needs; Academic Achievement; Whites; Hispanic Americans; African Americans; Achievement Gap; Standardized Tests; Racial Differences; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Wissensbasis; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf; Schulleistung; White; Weißer; Hispanic; Hispanoamerikaner; Afroamerikaner; Standadised tests; Standardisierter Test; Rassenunterschied
Abstract	Globally, over the last two decades, attention to culturally responsive, multicultural approaches to teaching have largely been supplanted by standardized curricula and pedagogy that derive from neoliberal business models of school reform. In this essay, I discuss three factors that contribute to the marginalization of culturally responsive pedagogy: (a) a persistence of faulty and simplistic conceptions of what culturally responsive pedagogy is, (b) too little research connecting its use with student achievement, and (c) elite and white fear of losing national and global hegemony. After discussing these factors, recommendations are offered. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10