ERIC Number: ED341655
Record Type: RIE
Publication Date: 1991-Oct
Reference Count: N/A
Restructuring To Reclaim Youth at Risk: Culturally Responsible Pedagogy.
This paper addresses the issue of multiculturalism in public schools and the role teacher education programs play in preparing teachers to create, implement, and evaluate curriculum and instruction responsive to the educational needs of diverse learners. Ethnographic interviews and observations were utilized to present a case study which investigates how teachers can restructure and develop a classroom where, regardless of a learner's background, the student's social, academic, and personal development are maximized. The case of Josefina Guzman, a teacher whose sixth grade classroom reflects culturally responsive pedagogy, describes Josefina's background and her conceptions of self/other, teacher/student social relations, knowledge, teaching methods, and interpretation of culturally responsible pedagogy which asserts the importance of students' individual identities. Ms. Guzman's model is supported by findings of the success of similar programs targeting excellence for minority and underachieving youth. (LL)
Descriptors: At Risk Persons, Case Studies, Classroom Environment, Cultural Awareness, Ethnography, Grade 6, Higher Education, Individual Differences, Intermediate Grades, Middle Schools, Minority Group Children, Minority Group Teachers, Multicultural Education, Teacher Education Programs, Teacher Effectiveness, Teacher Student Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Culturally Responsive Education
Note: Paper presented at the Annual Meeting of the Midwestern Educational Research Association (13th, Chicago, IL, October 16-19, 1991).