CULTURALLY RESPONSIVE PEDAGOGY: TEACHING LIKE OUR STUDENTS' LIVES MATTER by Donna M. Sobel, Sheryl V. Taylor, Martha C. Pennington ( 9781780520308 )

Item Details

Title:

CULTURALLY RESPONSIVE PEDAGOGY: TEACHING LIKE OUR STUDENTS' LIVES MATTER

By:

Donna M. Sobel, Sheryl V. Taylor, Martha C. Pennington

Format:

Hardback

List price:	£62.95
We currently do not stock this item, please contact the publisher directly for further information.

ISBN 10:

1780520301

ISBN 13:

9781780520308

Publisher:

BRILL

Pub. date:

19 July, 2011

Series:

Innovation and Leadership in English Language Teaching 4

Pages:

272

Description:

Views culturally responsive teaching as a contextual and situational process for both teachers and students-the students-including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences.

Synopsis:

At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students-all students-including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn.

Illustrations:

Illustrations

Publication:

Netherlands

Imprint:

Emerald Group Publishing Limited

Returns:

Returnable

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