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Preservice Teacher Education; Teacher Education Programs; Humanities; Mathematics; Social Change; Fundamental Concepts; Racial Discrimination; Resistance (Psychology); Teacher Educators; Equal Education; Culturally Relevant Education

Abstract:
As a response to the attacks on ethnic studies in Arizona and the move to ban certain books, this essay presents theoretical and pedagogical reflections from two professors and addresses the ways teacher preparation programs can offer a resistance. Based on the authors' experience in teacher preparation programs, one in the humanities and the other in mathematics, they discuss fundamental concepts that undergird social change methodology from Gloria Anzaldua (la facultad and conocimiento) and from Isabel Gunning's work (World Traveling). Ultimately, our premise is that teachers of teachers can impact the curricula in significant ways that result in dismantling racism and in teaching that is focused on positive social change. We posit that the university classroom where future teachers are trained must address (1) Equity issues, (2) Cultural identity or cultural framing, and (3) Culturally relevant strategies and teaching, modeled by the university professor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Exit Examinations; High School Students; African American Students; Curriculum Design; Classroom Environment; Culturally Relevant Education; High Stakes Tests; Reading Achievement; Student Attitudes; Literacy; English; Language Arts

Abstract:
This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student's perspectives in curriculum design and instruction. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Early Intervention; Best Practices; Culturally Relevant Education; Cultural Relevance; Educational Principles; Reflection; Family Characteristics; Cultural Awareness; Program Evaluation; Change Strategies; Integrated Services

Abstract:
The purpose of this article is to provide a framework that offers a way for early intervention (EI) service providers to better meet the needs of the culturally diverse children and families they serve. This framework was created to organize existing research and literature on cultural responsiveness in a way that fit the unique context of EI. The framework draws from multiple fields of study, including early childhood, multicultural, and special education, as well as psychology and speech-language pathology, and synthesizes knowledge and best practices into four guiding principles: (1) Examining One's Own Culture; (2) Acquiring Knowledge of Family Cultures; (3) Building Culturally Responsive Practices; and (4) Reflecting and Evaluating Practices. Each principle ties together correspondent themes and ideas from multiple fields, and suggests knowledge and best practices that can be utilized to increase one's cultural responsiveness when working with families. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Indigenous Populations; Educational Change; Rural Areas; Geographic Isolation; Culturally Relevant Education; Program Implementation; Program Effectiveness; Scaffolding (Teaching Technique); Educational Strategies; Mathematics Instruction

Abstract:
This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and cultural scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Boards of Education; Teacher Role; Mathematics Activities; Indigenous Populations; Action Research; Culturally Relevant Education; Preschool Teachers; Elementary School Teachers; Ethnology; Mathematics; Multicultural Education; Instructional Design; Mathematics Instruction; Program Implementation; Teaching Methods; Class Activities

Abstract:
The goal of Indigenous education is that it should be approached on the basis of the Indigenous language and culture; this is also the case with Sami education. The Sami School Board has stated that all teaching in Sami schools should be culturally based, despite the fact that Sami culture-based teaching is not specifically defined. Therefore, teachers themselves must adapt the teaching and as a result, usually no Sami culture-based mathematics teaching takes place. The aim of this article is to discuss Indigenous teachers' experiences with designing and implementing culture-based mathematics activities in Sami preschool and primary school. The teachers' work with culture-based mathematics activities took the form of "Sami cultural thematic work with ethnomathematical content," "Multicultural school mathematics with Sami cultural elements," and "Sami intercultural mathematics teaching." Culture-based mathematics activities took place within an action research study in the Swedish part of Sapmi. Sapmi comprises northern Norway, Sweden, and Finland, as well as the Kola Peninsula in Russia. In the action research study, six teachers conducted culture-based mathematics activities in preschool and primary school on the basis of the action research loop "plan-act-observe-reflect." During the study the teachers changed from a problem-focused perspective to a possibility-focused culture-based teaching perspective characterised by a self-empowered Indigenous teacher role, as a result of which they started to act as agents for Indigenous school change. The concept of "decolonisation" was visible in the teachers' narratives. The teachers' newly developed knowledge about the ethnomathematical research field seemed to enhance their work with Indigenous culture-based mathematics teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Elementary School Mathematics; Grade 1; Grade 4; Grade 7; Capacity Building; Program Descriptions; Culturally Relevant Education; Units of Study; Teacher Education; Graduate Study; Curriculum Development; Teacher Role; Elementary School Teachers; Mathematics Curriculum; Mathematics Instruction; Mathematics Teachers; Pacific Islanders

Abstract:
The first goal of this Project is the development of elementary school mathematics curricula sensitive to indigenous mathematical thought and experience. A necessary prerequisite for the achievement of this goal is to recapture and honor the mathematics developed and practiced in the Micronesian communities. This is the Project's second goal. The third goal of the project is to build local capacity by offering advanced degree opportunities to the indigenous mathematics educators who transform what they find in their local cultural practices into grades 1, 4, and 7 mathematics curriculum units. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Evidence; Stakeholders; Science Teachers; Science Curriculum; Indigenous Knowledge; African Languages; Students; Cultural Awareness; Teacher Attitudes; Student Attitudes; Questionnaires; Attitude Measures; Interviews; Culturally Relevant Education; Science Instruction; Foreign Countries

Abstract:
This study investigated a sample of isiXhosa mother tongue-speaking science teachers', their pupils', and adult local community members' awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Science Teachers; Indigenous Knowledge; Preservice Teacher Education; Science Education; Culturally Relevant Education; Cultural Influences; Rural Areas; Field Experience Programs; Land Settlement

Abstract:
In this paper, we build on growing conversations centered around indigenous knowledge and its parity with various ways of knowing nature including traditional ecological knowledge, indigenous ways of living in nature, a Japanese way of knowing "seigo-shizen," and Eurocentric sciences. We situate our discussion in Philippine postcolonial realities, where categorical boundaries are blurred, and any attempt to create culturally relevant preservice science teacher preparation will create confusions and tensions between/among/within above-mentioned discourses. The Philippines is a highly colonized country--physically, for more than 300 hundred years, and mentally, after our colonizers have long gone. The marks of colonization are still present in our consciousness, in our current local knowledge, and in our ways of living with nature. In the attempt to create a "third space" for culturally relevant science teacher preparation, tensions are highlighted and categorical boundaries are troubled. Where is science? Which one is indigenous or neo-indigenous? Which one is Filipino? Which one is foreign? Which one is ours? Which one is borrowed? These tensions and insights are highlighted through analysis of narratives drawn from interviews with and written outputs of prospective science teachers, as they attempted to make sense of the local knowledge of residents of a rural coastal village in the Philippines during Community Immersion, a community-centered, early field experience in science teacher preparation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Epistemology; Mathematics Education; Dialects; Mathematics Teachers; Culturally Relevant Education; Foreign Countries; Ideology; Knowledge Level; Philosophy

Abstract:
The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and logic of certainty whilst developing curriculum, conceiving pedagogies and implementing assessment strategies in school mathematics education and mathematics teacher education programmes. With epistemic referents of dialectical logics and performative imagination, an alternative view of the nature of "mathematics as an impure knowledge" is discussed with its possible disempowering features, such as essentialism, hegemony and dualisms. Finally, an inclusive view of the nature of "mathematics as im/pure knowledge system" is articulated with the help of various forms of dialectics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teaching Methods; American Indians; American Indian Culture; American Indian Education; Teacher Student Relationship; Science Teachers; Culturally Relevant Education; Science Instruction; Teacher Attitudes; Teacher Surveys; Scores; Knowledge Level

Abstract:
This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers' existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers' perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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