Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study
Document Type
Article
Publication Date
2014
Keywords
culturally responsive pedagogy, collaborative self-study, teacher education
Digital Object Identifier (DOI)
https://doi.org/10.1080/17425964.2014.958072
Abstract
In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work.
Citation / Publisher Attribution
Studying Teacher Education, v. 10, issue 3, p. 290-312
Scholar Commons Citation
Han, Heejeong S.; Vomvoridi-Ivanović, Eugenia; Jacobs, Jennifer; Karanxha, Zorka; Lypka, Andrea E.; Topdemir, Cindy M.; and Feldman, Allan, "Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study" (2014). Teaching and Learning Faculty Publications. 62.
https://digitalcommons.usf.edu/tal_facpub/62
