ERIC Number: ED420632
Record Type: RIE
Publication Date: 1998-Apr
The Magic of Culturally Responsive Pedagogy: In Search of the Genie's Lamp in Multicultural Education.
In recent years, there has been growing interest in helping teachers develop culturally responsive teaching strategies. This paper profiles crucial aspects of a culturally responsive pedagogy and proposes a holistic framework for integrating different levels of culture into culturally responsive teaching. A literature review examined 13 documents published between 1992 and 1997. The research suggested that culturally responsive teaching encompasses respect for diversity; creation of a safe, inclusive, respectful environment; integration of responsive teaching practices in all disciplines; and transformation of curriculum to promote social justice and equity in society. The literature review highlighted problems and issues that researchers consider crucial for developing culturally responsive teaching. A main finding was that educators' attitudes play a vital role in either empowering or disabling diverse students. The proposed framework integrates salient features of culturally responsive practices, recognizing the teacher's central, crucial role. It shows interrelationships between four levels of culture (personal, microculture, macroculture, and global culture). It's five essential features are cultural literacy, self-reflective analysis, caring and inclusive classrooms, respect for diversity, and critical pedagogy/transformative curriculum. (Contains 31 references.) (SM)
Descriptors: Cultural Awareness, Cultural Pluralism, Culturally Relevant Education, Diversity (Student), Elementary Secondary Education, Equal Education, Higher Education, Multicultural Education, Preservice Teacher Education, Public Education, Teacher Attitudes, Teacher Expectations of Students, Teacher Role, Teacher Student Relationship
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).