Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum

Asia-Pacific Journal of Teacher Education

Volumn 39, Issue 3, 2011, Pages 183-198

  Savage, Catherine ^a   Hindle, Rawiri ^a   Meyer, Luanna H ^a   Hynds, Anne ^a   Penetito, Wally ^a   Sleeter, Christine E ^b  

^a VICTORIA UNIVERSITY OF WELLINGTON   (New Zealand)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

Culturally responsive pedagogy; Indigenous students; Secondary student classroom experiences; Teacher professional development

Indexed keywords

EID: 79960764839     PISSN: 1359866X     EISSN: 14692945     Source Type: Journal    
DOI: 10.1080/1359866X.2011.588311     Document Type: Article

References (32)

1. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.
2. Bishop, R. (1992). Te Ropu Rangahau Tikanga Rua: The establishment of a bicultural research group, under the control of Māori people for the benefit of Māori people. New Zealand Annual Review of Education, 2, 205-223.
3. Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington: Huia Press.
4. Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25, 734-742.
5. Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Kotahitanga: The experiences of Year 9 and 10 Māori students in mainstream classrooms. Wellington: Ministry of Education.
6. Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.
7. Cammarota, J., & Romero, A. (2009). The Social Justice Education Project: A critically compassionate intellectualism for Chicana/o students. InW. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook for social justice education (pp. 465-476). New York: Laurence Erlbaum.
8. Castagno, A.E., & Brayboy, B.M.J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78, 941-993.
9. Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A metaanalysis. Review of Educational Research, 77, 113-143.
10. Cothran, D., & Ennis, C. (2000). Building bridges to student engagement: Communicating respect and care for students in urban high schools. Journal of Research and Development in Education, 33, 106-117.
11. Erickson, F. (2010). Culture in society and in educational practices. In J.A. Banks & C.A. McGee Banks (Eds.), Multicultural education: Issues and practices (7th ed., pp. 33-56). Hoboken, NJ: John Wiley.
12. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F.Y., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
13. Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York: Teachers College Press.
14. Gonzalez, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
15. Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
16. Hall, C., & Kidman, J. (2004). Teaching and learning: Mapping the contextual influences. The International Educational Journal, 5, 331-343.
17. Johnson, J., & Kean, E. (1992). Improving science teaching in multicultural settings: A qualitative study. Journal of Science Education and Technology, 1, 275-287.
18. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
19. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey-Bass.
20. Meyer, L.H., Penetito, W., Hynds, A., Savage, C., Hindle, R., & Sleeter, C. (2010). Evaluation of Te Kotahitanga: 2004-2008. Report to the Ministry of Education. Wellington: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/maori_education/78910
21. Ministry of Education. (2006). Nga haeata matauranga: Annual report on Māori education. Wellington: Ministry of Education.
22. Neufield, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. The Aspen Institute Program on Education, the Annenberg Institute for School Reform. Retrieved from http://www.annenberginstitute.org/pdf/Coaching.pdf
23. Penetito, W. (2010). What's Māori about Māori education?: The struggle for a meaningful context. Wellington: Victoria University Press.
24. Pianta, R. (2006). Classroom management and relationships between children and teachers: Implications for research practice. In C. Everston & C.Weinstein (Eds.), Handbook of classroom management (pp. 685-709). London: Lawrence Erlbaum.
25. Shields, C., Bishop, R., & Mazawi, A. (2005). Pathologizing practices: The impact of deficit thinking on education. New York: Peter Lang.
26. Sleeter, C.E., & Grant, C.A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender (6th ed.). Hoboken, NJ: John Wiley.
27. Smith, G.H. (1990, July). Research issues related to Maori education. Paper presented to New Zealand Association for Research in Education Special Interest Conference, Massey University.
28. Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. Dunedin: University of Otago Press.
29. Snow-Runner, R., & Lauer, P.A. (2005). Professional development analysis. Denver, CO: Midcontinent Research for Education and Learning.
30. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education. Available at: http://www.educationcounts.govt.nz/goto/BES
31. Valenzuela, A. (1999). Subtractive schooling: US Mexican youth and the politics of caring. New York: State University of New York Press.
32. Zozakiewicz, C., & Rodriguez, A.J. (2007). Using sociotransformative constructivism to create multicultural and gender-inclusive classrooms: An intervention project for teacher professional development. Educational Policy, 21, 397-425.