Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Early Childhood Education Journal

Volumn 43, Issue 3, 2015, Pages 223-232

  Durden, Tonia R ^a   Escalante, Elsita ^a   Blitch, Kimberly ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

Culturally and linguistically diverse children; Culturally relevant pedagogy; Early childhood education; Teacher development

Indexed keywords

EID: 84939891770     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-014-0651-8     Document Type: Article

References (31)

1. Banks, J. A. (1993a). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3–49.
2. Banks, J. A. (1993b). Multicultural education for young children: Racial and ethnic attitudes and their modifications. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 236–250). New York: Macmillan.
3. Beauboeuf-Lafontant, T. (1999). The movement against and beyond boundaries. Politically relevant teaching among African American teachers. The Teachers College Record,100(4), 702–723.
4. Carter, D. J. (2008). On spotlighting and ignoring racial group members in the classroom. In M. Pollock (Ed.), Everyday anti-racism: Getting real about race in school (pp. 230–234). New York: New Press.
5. Castro, A. J. (2010). Themes in research on preservice teacher’s views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher,39(3), 198–210.
6. Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.
7. Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
8. Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
9. Edwards, C., Gandini, L., & Forman, G. (Eds.). (2011). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Westport, CT: Praeger ABC-CLIO.
10. Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington, DC: National Association for the Education of Young Children.
11. Espinosa, L. M. (2005). Curriculum and assessment considerations for young children from culturally, linguistically and economically diverse backgrounds. Psychology in Schools,42(8), 837–853.
12. Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
13. Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice,42(3), 181–187.
14. Gonzalez-Mena, J. (2009). Child, family and community: Family centered early care and education (5th ed.). Columbus: Pearson.
15. Groulx, J. G., & Silva, C. (2010). Evaluating the development of culturally relevant teaching. Multicultural Perspectives,12(1), 3–9.
16. Gunn, A. A., Bennett, S. V., Evans, L. S., Peterson, B. J., & Welsh, J. L. (2013). Autobiographies in preservice teacher education: A snapshot tool for building a culturally responsive pedagogy. International Journal of Multicultural Education, 15(1), 1–20. Retrieved from http://ijme-journal.org/index.php/ijme/article/view/628/pdf.
17. Hilliard, A. G. (2006). Aliens in the education matrix: Recovering freedom. The New Educator,2, 87–102.
18. Howard, T. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202.
19. Ladson-Billings, G. (1994). The dreamkeepers. San Francisco, CA: Jossey-Bass.
20. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal,32(3), 465–491.
21. Ladson-Billings, G. (1999). Preparing teachers for diversity. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 86–123). San Francisco, CA: Jossey-Bass.
22. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review,84(1), 74–84.
23. Love, A., & Kruger, A. C. (2005). Teacher beliefs and student achievement in urban schools serving black students. The Journal of Educational Research,99(2), 87–98.
24. Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
25. National Center for Educational Statistics. (2013). The condition of education. Retrieved from http://nces.ed.gov/pubs2013/2013037.pdf.
26. Odom, S., Bryant, D., & Maxwell, K. (2012). Strengthening the early childhood care and education workforce would benefit young children. Social Policy Report Brief, 26(1). http://www.srcd.org/sites/default/files/documents/2012_1_sprbrief_rhodes.pdf.
27. Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology and practice. Educational Researcher,41(3), 93–97.
28. Sleeter, C. (2008). Preparing White teachers for diverse students. In M. C. Smith, F. Nemieser, J. D. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing context (3rd ed., pp. 559–582). New York: Routledge.
29. Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: Approaches, strategies and tools for preschool-2nd grade. New York: Teachers College Press.
30. Ullucci, K., & Battey, D. (2011). Exposing color blindness/grounding color consciousness: Challenges for teacher education. Urban Education,46(6), 1195–1225.
31. Wink, J., & Putney, L. (2002). A vision of Vygotsky. Boston, MA: Allyn and Bacon.