Professional Development School Experiences and Culturally Sustaining Teaching

Authors

  • Joe Peters Georgia College and State University
  • Becky McMullen Georgia College and State University
  • P. Darlene Peters Georgia College and State University

DOI:

https://doi.org/10.33423/jhetp.v18i1.533

Keywords:

Learning and Education, Learning techniques, Professional Development

Abstract

Culturally sustaining pedagogy (Hill, 2012; Ladson-Billings, 2014; Paris, 2012; Paris & Alim, 2014), culturally responsive teaching (Gay, 2002), or culturally relevant pedagogy (Brown-Jeffy & Cooper, 2011; Ladson-Billings, 1995a), is the use of students’ cultural knowledge, experiences, learning preferences, and common cultural examples while developing curriculum, teaching, and managing behavior. Knowing learners and having cultural awareness are critical components of teaching (Shulman, 1986, 1987). Faculty must address issues of cultural knowledge and assist candidates in developing the skills and attitudes for culturally diverse students. Researchers use Siwatu’s culturally responsive scales (2007) to determine areas of focus when forming future teachers’ experiences.

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Published

2018-03-01

How to Cite

Peters, J., McMullen, B., & Peters, P. D. (2018). Professional Development School Experiences and Culturally Sustaining Teaching. Journal of Higher Education Theory and Practice, 18(1). https://doi.org/10.33423/jhetp.v18i1.533

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Section

Articles