Culturally Responsive Teaching
Abstract
The idea of having Culturally Responsive Teaching has become wide spread. Colleges with Teacher Certification courses have a course to offer as a program requirement, people are gathering to discuss ideas for Cultural Responsiveness, and school districts are hiring experts in the field to help them implement this type of teaching pedagogy within their schools. We need to know what it means to be a Culturally Responsive Teacher. We need to know how to implement Culturally Responsive Teaching and how to identify it. Since this is occurring, it is also time to look into our own curriculum and make sure that it is culturally responsive.Related items
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Rape Culture or a Culture of Rape? American Rape Culture Compared to South African Rape Accommodating CultureRape is a serious and heinous crime seen all over the world. Through various studies and research, new information about sexual assault has made the crime a hotspot for debate. Social, psychological, and legal views all examine the issue, but many do not internationally compare rape and sexual assault. There are many reasons for this, validity of information, differing legal definitions, government interventions, and legal power, all can play a part in the ability for statistical and document-based comparison. This does not mean, however, that it cannot and should not be done. By looking internationally, one nation can see how others have reacted to the increasing awareness or rape and possible intervention methods. But is that possible when it comes to two different nations that have treated rape so differently? The social and historical influences on cultural values or norms alter how certain actions are seen. In more recent years, an overwhelming number of social scientists have pointed to, what they call, rape culture as the basis of analysis for how people see rape in the United States. Is it seen the same in South Africa, though? The simple answer is no. South African culture has been altered by years of colonization and subjugation that differs dramatically from that seen in the US. The occurrences of rape in South Africa differ in many ways, from those who are involved, the occurrences of certain types of rape, and the social responses to each. As is explained through this analysis, South Africa faces an epidemic of rape that is so endowed in their own culture it cannot be separated into a culture of its own.
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A Framework for culturally responsive teaching: Effectively implementing culturally responsive instruction in the science classroomCulturally responsive instruction (CRT) is a term that has been bandied about the world of education for the past several decades. Despite substantial discussion into the theoretical constructs behind CRT, concrete applications of CRT to the science classroom have yet to be articulated or proposed. In this project, six elements of CRT classroom practices are described and applied to the secondary science classroom. Exemplar lessons modeling these six elements are provided to illustrate how authentic science instruction can occur in a culturally responsive classroom.
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Designing a Website for Karen Cultural maintenance and promotion: Karen Cultural Preservation in Utica, NYThis research examines the use of the Internet in preserving Karen Burmese culture, society, and ethnic identities in Utica, NY. The study explored the use of new media amongst Karen Burmese with specific attention to the function of new media in the process of identity formation. This study will expand on the literature though the uses and gratifications theory in new media and social network sites (SNSs) and by a specific case study of Karen-Burmese refugees, which examines the history and social context of Karen people, Karen refugees and resettlement and cultural identity. In particular the case study looks at the dong dancing, and how media is appropriated for purposes of cultural maintenance and for traditional values and ethnic identity. Information and communication technologies have become integral features in assisting the process of Karen refugees communicating with their families and relatives, and share their culture and identity online and offline.The second part includes the consolidation of Karen cultural (digital) materials about the project of Karen Cultural Preservation. Karen Burmese refugees’ cultural heritages, identities, and community, a project of maintaining and promoting Karen culture were consolidated in a WordPress website. The paper covered the WordPress theme selection integrated features and designs and screenshots accompanied with annotations.
