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ERIC Number: EJ1112315
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1837-6290
Culturally Responsive Pedagogy: Reflections on Mentoring by Educational Leadership Candidates
Genao, Soribel
Issues in Educational Research, v26 n3 p431-445 2016
Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and encourage success for our increasingly diverse student population continues to persist (Gay, 2000, 2010; Ladson-Billings, 2001, 2009). This study examined the experiences and reflections of six educational leadership candidates while they mentored teacher candidates. The candidates were also women of colour (Black and/or Latina), who were selected by faculty based on academic performance. Using literature focused on cultural responsibility pedagogy and leadership, the educational leadership candidates attempted to apply culturally responsive practices both as the role of future administrator and instructional leader throughout their clinical experiences. The action research method allowed educational leadership candidates to serve as the researchers and participants actively searching for better or different routes to culturally lead and teach effectively in inner city school predominantly taught and led by white teachers and principals. The educational leadership candidates and the teacher candidates engaged in lively discourse about pedagogy, practice, and support that promoted cultural responsibility. The data included observations, informal interviews and reflective analysis based on the literature used during the semester.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A