Here is a list of academic articles and research results of renowned researchers, institutes, and think tanks. Have a look at what new ideas and findings there are in the world of culturally responsive pedagogy!
In this article, Cleveland Hayes (University of La Verne) and Brenda Juárez (University of Massachusetts, Amherst) explore questions of white dominant culture and culturally appropriate teaching. They write in their abstract:
"In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. [...] We attempt to open up a venue for imagining and re-creating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy."
Access the article here.
Kristin Burnham, a journalist and editor, as well as a contributor to the Enrollment Management team at Northeastern University, has written this succinct article about five culturally responsive teaching strategies. Burnham closely quotes the work of Cherese Childers-McKee, assistant teaching professor in Northeastern University's College of Professional Studies.
Childers-McKee notes:
Teachers have more diverse classrooms today. We don’t have students sitting in front of us with the same background or experience, so instruction has to be different [...] It needs to build on individual and cultural experiences and their prior knowledge. It needs to be justice-oriented and reflect the social context we’re in now.
Laura Rychly (Georgia Southern University) and Emily Graves (Paine College) write in this article about necessary teacher characteristics within culturally responsive pedagogy, and the difference between multicultural education and culturally responsive pedagogy:
"A distinction must be made between culturally responsive pedagogy and multicultural education. Education that is multicultural can be delivered to a classroom containing students from the same culture; the content presented is representative of various cultural perspectives. Culturally responsive pedagogy, on the other hand, must respond to the cultures actually present in the classroom."
Have a look at the article here.
The Education and Teaching Website 'Cult of Pedagogy' have published an article on 4 common misconceptions that educators and academics often practice or come across with regards to Culturally Responsive Teaching. Jennifer Gonzalez, the editor-in-chief of 'Cult of Pedagogy' interviews Zaretta Hammond in this article, the author of the well-known book 'Culturally Responsive Teaching and the Brain'. They both explain misconceptions such as 1) Culturally Responsive Teaching (CRT) is the same as multicultural or social justice education, 2) CRT must start with addressing implicit bias, 3) CRT is all about building relationships and self-esteem, and 4) CRT is about choosing the right strategies.
Barbara Escudero currently serves on Teach For America's Teacher Leadership Development team and leads the national work TFA does around Culturally Relevant Pedagogy and supporting Linguistically Diverse students. She is a proud first-generation Latina, born in Brooklyn, raised in the Bronx. Barbara completed her undergraduate degree at Cornell University and received her Master's degree in Bilingual/Bicultural Education from Teachers College, Columbia University.
She wrote this article for 'Teach for America' ''How to Practice Culturally Relevant Pedagogy" in 2019, and summarizes that
Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one’s approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.
This article draws from Escudero's personal experience as a bicultural, bilingual student and educator, but also suggests clear guidelines, clears up and defines terminology around culturally responsive pedagogy (CRP), and provides the reader with further reading material and sources.
Access the article here.