TY - JOUR
T1 - Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study
AU - Han, Heejeong Sophia
AU - Vomvoridi-Ivanović, Eugenia
AU - Jacobs, Jennifer
AU - Karanxha, Zorka
AU - Lypka, Andrea
AU - Topdemir, Cindy
AU - Feldman, Allan
AU - Han, Sophia
PY - 2014/1/1
Y1 - 2014/1/1
N2 - 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.
AB - 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.
KW - culturally responsive pedagogy
KW - collaborative self-study
KW - teacher education
UR - https://digitalcommons.usf.edu/cil_facpub_tampa/21
UR - https://doi.org/10.1080/17425964.2014.958072
UR - https://digitalcommons.usf.edu/tal_facpub/62
U2 - 10.1080/17425964.2014.958072
DO - 10.1080/17425964.2014.958072
M3 - Article
VL - 10
JO - Studying Teacher Education
JF - Studying Teacher Education
ER -