"At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students - all students - including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn." --Publisher's website.
New York: Farrar, Strauss 8c Giroux. West, C. (1993). Race matters. New York: Farrar, Strauss 8C Giroux. notes 1Some of the demographics have been altered slightly to protect the privacy of individuals. 2The construction of the model is ...
The concept of paradoxical spaces has been put forth by numerous feminists , namely feminists of color and lesbian critics whose notions of location imply " contradictory spatialities " and " heterogeneous geometries " ( G. Rose ...
Cannon , J. 2000. Crickwing . San Diego . Calif .: Harcourt Brace . Nickle , J. 1999. The Ant Bully . New York : Scholastic Inc. Stones , R. 1993. ... Johnson , D. , and R. Johnson . 1996. Conflict Bullying in the Elementary School 73.
In R. Amster , A. DeLeon , L. Fernandez , A. J. Nocella II , & D. Shannon ( Eds . ) , Contemporary Anarchist Studies : An ... In L. Dahlberg & E. Siapera ( Eds . ) , Radical Democracy and the Internet : Interrogating Theory and Practice ...
Teaching Crowds: Learning and Social Media
For additional information about this series or for the submission of manuscripts , please contact : Joe L. Kincheloe & Shirley R. Steinberg c / o Peter Lang Publishing , Inc. 29 Broadway , 18th floor New York , New York 10006 To order ...
Terry Eagleton, Terry, Literary Theory: An Introduction, second ed. (Minneapolis: University of Minnesota Press, 1996), 179. 20. Frederick F. Schmitt, Socializing Epistemology: The Social Dimensions of Knowledge (Lanham, ...
In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into ...
In addition to a preface, new material throughoutand updated refrences and resources,the book includes four full new chapters on additionalforms of oppression---transgenderism;ethno-religious oppression; racism, immigrationan, and globalism ...
Critical Theory and Education