The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Turning Good Intentions into Good Teaching: Five Common Principles for Culturally Responsive Pedagogy
Abstract
Higher education classrooms are increasingly diverse in regards to student culture, including race, gender, nationality, and intersecting identities. Yet faculty members oftentimes do not have adequate training in teaching, cultural competence, or intercultural communication. Building upon the principles of Intercultural Communication Competence (ICC), the authors in this chapter explore different bodies of literature in order to pull together common principles for promoting culturally responsive pedagogy in U.S. higher education. The purpose of this chapter is to focus on teaching practices that go beyond inclusive intentions, and instead focus on pedagogy that is truly responsive to diverse groups of students, especially in terms of the most prominent cultural aspects, such as race, gender, and nationality. Specifically, five principles are described and detailed: 1) Instructor awareness of epistemology, 2) Recognition of diverse knowledge systems, 3) Inquiry based instruction, 4) Incorporation of student choice, and 5) Expanded use of formative feedback.
Related Content
|
Sunil Kumar, Nishi Patel, Paturi Jagadeeswar Reddy.
© 2024.
18 pages.
|
|
Soumya Sankar Ghosh.
© 2024.
24 pages.
|
|
Hilda Abraham Mwangakala.
© 2024.
21 pages.
|
|
Alaattin Parlakkılıç.
© 2024.
22 pages.
|
|
Subir Sinha.
© 2024.
22 pages.
|
|
Minaxi Parmar.
© 2024.
19 pages.
|
|
Poonam Arora, Nidhi Arora.
© 2024.
17 pages.
|
|
|