ERIC Number: EJ1100186
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 10
Problematizing Assumptions, Examining Dilemmas, and Exploring Promising Possibilities in Culturally Relevant Pedagogy. A Response to "'I Didn't See It as a Cultural Thing': Supervisors of Student Teachers Define and Describe Culturally Responsive Supervision"
Dantas-Whitney, Maria; Ulveland, R. Dana
Democracy & Education, v24 n1 Article 9 2016
In response to the study and recommendations presented in the article "I Didn't See it as a Cultural Thing," written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem to reflect a hierarchical power structure and a deficit model. Second, we examine our own dilemmas and struggles in enacting culturally relevant practices within our teacher education program. Our reflections derive from our recent experience preparing for a reaccreditation site visit by NCATE. Third, we end by exploring some promising possibilities in culturally relevant teaching by describing a successful project we have been able to implement, which involved a partnership with a school district.
Descriptors: Culturally Relevant Education, Supervision, Partnerships in Education, School Districts, Teaching Methods, Student Teachers, Student Teacher Supervisors, Teacher Education, Teacher Educators, College Faculty, Preservice Teachers
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: email@example.com; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A