Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study

被引：28

作者：

Sophia Han, Heejeong ^{[1
]}

Vomvoridi-Ivanovic, Eugenia ^{[1
]}

Jacobs, Jennifer ^{[1
]}

Karanxha, Zorka ^{[1
]}

Lypka, Andrea ^{[1
]}

Topdemir, Cindy ^{[1
]}

Feldman, Allan ^{[1
]}

机构：

[1] Univ S Florida, Tampa, FL 33620 USA

来源：

STUDYING TEACHER EDUCATION | 2014年 / 10卷 / 03期

关键词：

culturally responsive pedagogy; collaborative self-study; teacher education;

D O I：

10.1080/17425964.2014.958072

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work.

引用

页码：290 / 312

页数：23

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[11] GROUNDED THEORY RESEARCH - PROCEDURES, CANONS AND EVALUATIVE CRITERIA [J].