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Culturally relevant pedagogy takes into account the kind of teaching that incorporates the background knowledge of the student and preceding home and community experiences into the curriculum and the teaching and education that goes on in the classroom. As pointed out by Woolfolk (2016), culturally relevant pedagogy is employed to delineate teaching that hinges on three propositions. First, it is imperative for students to experience accomplishment academically. Irrespective of the prevailing social inequalities and intimidating classroom settings, students have to grow and enhance their academic skills. There are different means for developing such skills. However, it is key to note that all the students necessitate numeracy, literacy, social, technological, and political skills so as to actively take part in a democracy (Ladson-Billings, 1995).
The second proposition that culturally relevant pedagogy depends on is that students have to cultivate as well as sustain their cultural capability and proficiency as they grow into academically accomplished individuals. Teachers that are culturally relevant make the most of the student's culture as a means of learning. A good example of this aspect takes into account the manner in which a teacher employed rap music to teach students aspects such as rhyme as well as the way words mean literally and figuratively. The third proposition is that students have to develop a critical consciousness to challenge the status quo (Woolfolk, 2016). Basically, this implies...
Evans should take to apply guidelines for culturally relevant pedagogy. One of the actions that she should undertake is to be persuaded and influenced of the innate knowledgeable ability, humanity, and transcendent personality of their students. Basically, Mrs. Evans should have confidence in her students. This is largely because there are numerous instances where students are able to undertake more than what is expected of them and when they have poor scores academically, it is not their fault but rather that of their education. Another action that Mrs. Evans can undertake is scrap off the notion and belief that having a higher test score is an implication of good learning and good teaching. The same case applies to having classroom lessons that are scripted. Mrs. Evans ought to understand that effective instruction is incessant, arduous, incorporated across different disciplines, linked to the cultured lives by the students, and to their academic birthrights. She should also ensure that her classroom instruction ought to be designed to help the students attain critical thinking and problem solving competencies that…
Impact of Culturally Relevant Teaching on Literacy Development of African American Students in Urban Education Culturally Relevant Teaching and Literacy Development Culturally relevant pedagogy has emerged as one of the interventions to help enhance the learning outcomes of different student populations. The concept emerged from reform initiatives of educational programs across the country, which have contributed to the development of various educational interventions and programs. Ladson-Billings (1995) developed this concept and define
Impact of Culturally Relevant Teaching on Literacy Development of African American Students in Urban EducationCulturally Relevant Teaching and Literacy DevelopmentCulturally relevant pedagogy has emerged as one of the interventions to help enhance the learning outcomes of different student populations. The concept emerged from reform initiatives of educational programs across the country, which have contributed to the development of various educational interventions and programs. Ladson-Billings (1995) developed this concept and define
Impact of Culturally Relevant Teaching on Literacy Development of African American Students in Urban Education Research Proposal and Annotated Bibliography Introduction Educational programs across the country have been characterized by reforms that seek to enhance student outcomes. Reform initiatives have contributed to the development of various educational interventions and programs. One of the interventions that have emerged as a crucial component to enhance student outcomes is culturally-relevant teaching. The inclusion of aspects of
Module Part II: ANALYSIS OF TEACHER�S CULTURALLY RESPONSIVE PEDAGOGY (CRP)ONE TEACHER, ONE SCHOOL, ONE DISTRICTFOCUS QUESTION 1: From the culturally responsive pedagogy lens, how did the teacher�s practice exemplify these CRP principles?Analysis of Teacher�s Pedagogy: Address all questions below with content-specific examples. Use proper citations and include a bibliography page.� After multiple visits, which CRP principles did you observe the teacher implement in his/her lessons?� How did the teacher�s rapport
This emphasis will build culturally sensitive curriculum. (Oakes, Quartz, Ryan & Lipton, 2000, p. 77) Though the importance of cultural identity, and even the dreaded sources of nationalism, such as independent cultural identity and linguistic heritage must not be ignored in an attempt to universalize education. With some of the world's most influential organizations in a serious bid to establish universal education the goals of the economists may be
Education Both Woodson (1933) and Howard (2001) agree that the education system in the United States is inherently biased, and that it does not serve the needs or interests of the African-American community. Blacks are systematically excluded from history and the construction of pedagogy in schools. Furthermore, Woodson (1933) points out that there have been few opportunities for African-Americans to join established professions. The message has been that blacks do not