ERIC Number: ED212135
Record Type: RIE
Publication Date: 1981
Reference Count: N/A
Towards the Practice of Culturally Relevant Teaching.
Trujillo, Armando Lujan; Zachman, Jill M.
The central concept underlying the approach and strategies offered here is culture as process, that is, the knowledge people use in their everyday life situations. A presupposition is that all human knowledge is cultural. Conceptual patterns are identified within the learner's cognitive framework which will be of importance in teacher-learner interaction. The topic is then developed in three parts--the theoretical construct, the teacher-learner model, and application of theory. Considering the school and classroom as a culture system, the first part deals with the learning process, different learning styles and "cognitive maps" or intellectual frameworks, as well as with a variety of cultural backgrounds. The teacher-learner model attempts to provide a procedure by which teachers might narrow the distance between the cognitive maps of teacher and learner, and design the encounter so that the learner would find reception both possible and acceptable. The application of the theory is presented in outline form with a brief illustration from a social studies lesson. In general, the methodology is said to change the use of "culture" from a supplementary aid activity to the primary vehicle of instruction. (AMH)
Descriptors: Bilingual Education, Cognitive Style, Cultural Awareness, Educational Anthropology, Elementary Education, Ethnography, Learning Modalities, Models, Social Environment, Social Studies, Student Teacher Relationship, Teaching Methods
Not available separately. See FL 012 738.
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Eastern Michigan Univ., Ypsilanti.
Note: Published as part of the Ethnoperspective Project. For volumes 1 and 2 of the project, see ED 200 005 and 203 663. For related documents, see FL 012 740-769.