Hoque, Aminul. 2020. Research to reflect on: A culturally sensitive pedagogy. [Digital]

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Abstract or Description

Research to reflect on: developing a culturally responsive pedagogy

Helpful practice for supporting and valuing the cultural identities of disadvantaged and BAME pupils.

A culturally responsive pedagogy can be defined as a teaching philosophy that is premised on the idea that valuing the cultural world of our pupils is central to learning. Educators need to take time to understand the sociocultural worlds of their pupils, listen to them, value them and incorporate their cultural identities and histories within teaching practice. Such an approach empowers pupils intellectually, socially, emotionally and politically and prepares them for a contemporary multicultural and multiracial world (Lucas & Villegas, 2013; Nieto, 2000; Sleeter, 2011). It also enhances their cognitive development and self-esteem, enables children to express (and take pride in) their own cultural identities, and prepares them to compete economically in a global society.

This is a summary of practical approaches for ensuring that our teaching is underpinned by a culturally responsive pedagogy, drawing on qualitative ethnographic research by Hoque (2015, 2018).

Item Type:	Digital
Departments, Centres and Research Units:	Educational Studies Educational Studies > Centre for Identities and Social Justice
Date:	2020
Item ID:	36748
Date Deposited:	19 Jun 2024 15:56
Last Modified:	19 Jun 2024 15:56
URI:	https://research.gold.ac.uk/id/eprint/36748

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