Culturally Responsive Pedagogy

This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers andresearchers in the field of education; teacher educators; and pre- and in-service teachers.

Casts new light on critical literacy education within diverse cultural contexts Sets forth a culturally responsive 'pedagogical lens' for educators Draws on an international range of case studies

Autorentext

Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth.

Shauneen Pete is Associate Professor in the Faculty of Education at the University of Regina, Saskatchewan, Canada and a nehiyaw (Cree) woman from Little Pine First Nation, Saskatchewan, Canada.

Fran Martin works in Initial Teacher Education at the University of Exeter, UK. Her research interests are global education and intercultural learning.

Klappentext
' an important read for educators, administrators and policy makersa very welcome addition to studies of decolonial education and the poetics and politics of educational futurity.' -George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada

'an important read for those working and researching in anti-oppressive educationchallenges us to engage critically with the theory and practice of culturally responsive pedagogy as it aims to reform and reorient teacher education as a transgressive space.'
-Jennifer Tupper, Dean, Faculty of Education, University of Regina, Canada

Inhalt
PART I.- Chapter 1. Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism; Fatima Pirbhai-Illich, Shauneen Pete & Fran Martin.- PART II.- Chapter 2. Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnically Diverse Students; Abdul Jabbar and Mohammed Mirza.- Chapter 3. Idle No More: Radical Indigeneity in Teacher Education; Shauneen Pete.- Chapter 4: Decolonizing Pedagogies: Disrupting Perceptions of The Other in Teacher Education; Gertrude Tinker Sachs, Barbara Clark, Meral Durkaya, Annmarie Jackson, Charles Johnson, William Lake & Patty Limb.- Chapter 5. Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil; Andrea Blair.- PART III.- Chapter 6. The Role of Song and Drum in Schools: A Response to Questions about Culturally Responsive Practice; Anna-Leah King.- Chapter 7. Using Mori Metaphors to Develop a Culturally Responsive Pedagogy of Relations; Iti Joyce.- Chapter 8. Partnering Mori Whnau in Literacy Interventions; Therese Ford.- PART IV.- Chapter 9. What's at Stake in a High Stakes Math Test? A Textual Analysis of Challenges for Emergent English Bilingual learners; Theresa Austin.- Chapter 10: Spoken Language and Literacy Assessments: Are They Linked?; Ann Daly.- PART V.- Chapter 11: Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education; Fran Martin, Fatima Pirbhai-Illich, Shauneen Pete.-