Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection

By T. Howard. 2003

911 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dd8876a99fe00b35391dc852fcb2c4197db25174

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Andrea C. Rodriguez-Minkoff
2. K. Liu
3. D. Martin
4. T. Howard
5. G. Cartledge
6. Lefki Kourea
7. C. Lewis
8. A. Allen

In General Agricultural and Biological Sciences

1. D. Martin
2. K. Liu
3. J. Owuor
4. C. Sleeter
5. M. Rosa
6. Andrea C. Rodriguez-Minkoff
7. G. Cartledge
8. D. Orey

In Sociology and Political Science

1. D. Martin
2. Andrea C. Rodriguez-Minkoff
3. K. Liu
4. J. Owuor
5. C. Sleeter
6. M. Rosa
7. G. Cartledge
8. D. Orey

Citations in the corpus

• Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities (2008, background): “fact, Neal, McCray, Webb-Johnson, and Bridgest (2003) report research indicating that teachers are more likely to perceive African American males as being aggressive or needing special education services if they displayed a characteristic African American movement style of walking with a stroll.”
• Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework (2017, background): “Furthermore, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with transformative pedagogies to benefit the educational outcomes of students who have been disenfranchised across racial, economic, and linguistic lines (Haberman,”
• Research on the Impact of Teacher Preparation to Teach Diverse Students: The Research We Have and the Research We Need (2011, background): “These goals include preparing teachers to form relationships with students from backgrounds different from their own backgrounds, to bridge home and school cultures, to integrate multicultural content into the curriculum, to use pedagogy equitably in the classroom so they teach all students well, to”
• Critical reflection as a framework for transformative learning in teacher education (2015, background): “There are multiple definitions of critical reflection (notably Cherubini 2009a, 2009b; Dinkelman 1999, 2000; Howard 2003; Liston and Zeichner 1991; van Manen 1977), which, while certainly related, contain enough variation to interfere with conceptual clarity.”
• Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “” Similar arguments have been made by many other researchers (e.g., Delpit, 1995; Howard, 1999; Howard, 2003; King, 1991; Sleeter, 1993).”
• Culturally relevant pedagogy : an ethnomathematical approach. (2010, background): “Some researchers (Gay, 2000; Howard, 2003; Klug & Whitfield, 2003; townsend, 2000) have taken their studies a step further with the development of culturally relevant pedagogy, which is a theoretical framework for education that attempts to integrate the culture of different racial and ethnic…”
• Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “systems, ideologies, and practices (Howard, 2003; Schon, 1987).”