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https://doi.org/10.48017/dj.v8i4.2780
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Culturally responsive pedagogy: a systematic overview
[Zeitschriftenartikel]
Abstract Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive learning environments. This paper synthesizes 32 literature sources systematically highlighting the importance of recognizing cultural backgrounds, building relationships, adapting instruction, an... mehr
Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive learning environments. This paper synthesizes 32 literature sources systematically highlighting the importance of recognizing cultural backgrounds, building relationships, adapting instruction, and promoting critical consciousness. Recognition of students' backgrounds enhances academic achievement and engagement, while positive relationships foster belonging and well-being. Adapting instruction meets diverse needs and improves outcomes. Promoting critical consciousness empowers students to challenge stereotypes and address social injustices. Ongoing professional development and support are essential for effective implementation. By addressing these areas, educational institutions can create equitable and inclusive environments. Further research is needed to explore effective strategies for recognizing cultural backgrounds, investigate the impact of inclusive communities, study strategies for diverse learning needs, and examine the outcomes of promoting critical consciousness. Addressing these gaps enhances understanding and informs evidence-based practices in culturally responsive teaching.... weniger
Thesaurusschlagwörter
Unterricht; Inklusion; Schule; kulturelle Vielfalt
Klassifikation
Bildungs- und Erziehungssoziologie
Freie Schlagwörter
Culturally responsive pedagogy; learning needs; ethnically diverse classroom
Sprache Dokument
Englisch
Publikationsjahr
2023
Seitenangabe
S. 3203-3212
Zeitschriftentitel
Diversitas Journal, 8 (2023) 4
Heftthema
Science, innovation and the role of the university in the production of knowledge
ISSN
2525-5215
Status
Veröffentlichungsversion; begutachtet (peer reviewed)