English Version
Introduction
How teachers regard students’ language, race, gender, and socioeconomic status has a profound effect on students’ success in school (Comber & Simpson, 2001). When teachers believe that minority students’ culture and language are deficits, they tend to seek solutions that “fix” the students, without questioning or altering the existing curriculum, teaching methods, or school policies that result in segregated classrooms and exclusion from success in school (Banks, 2002; Hollins & Guzman, 2005; Sleeter & Grant, 1999). Howard (1999) writes that it is impossible to teach what one doesn’t know and that teacher education must help educators to become competent in multicultural contexts. Strategies and responses must be developed that ensure teachers are able to meet the needs of all children (Sharp, 2003). Diversity in the classroom must be viewed as a positive and relevant aspect of education (Cochran-Smith, 2004). Villegas and Lucas (2002) provide six criteria for culturally responsive teachers that are based on a goal of working toward social justice. Villegas and Lucas’ criteria are centered on the notions that culturally responsive teachers are those who:
How teachers regard students’ language, race, gender, and socioeconomic status has a profound effect on students’ success in school (Comber & Simpson, 2001). When teachers believe that minority students’ culture and language are deficits, they tend to seek solutions that “fix” the students, without questioning or altering the existing curriculum, teaching methods, or school policies that result in segregated classrooms and exclusion from success in school (Banks, 2002; Hollins & Guzman, 2005; Sleeter & Grant, 1999). Howard (1999) writes that it is impossible to teach what one doesn’t know and that teacher education must help educators to become competent in multicultural contexts. Strategies and responses must be developed that ensure teachers are able to meet the needs of all children (Sharp, 2003). Diversity in the classroom must be viewed as a positive and relevant aspect of education (Cochran-Smith, 2004). Villegas and Lucas (2002) provide six criteria for culturally responsive teachers that are based on a goal of working toward social justice. Villegas and Lucas’ criteria are centered on the notions that culturally responsive teachers are those who:
(1) have sociocultural consciousness; (2) have affirming views of students from diverse backgrounds; (3) have a sense that they are both responsible for and capable of bringing about educational change; (4) embrace constructivist views of teaching and learning; (5) are familiar with their students’ prior knowledge and beliefs, derived from both personal and cultural experiences; (6) design instruction that builds on what students already know while stretching them beyond the familiar. (p.xiv)
The first three criteria focus on attitudes and dispositions that culturally responsive teachers possess, and the last three criteria are focused on the actual teaching and learning practices of culturally responsive teachers. These criteria act as a framework for teacher educators to utilize in a preparation program founded on principles of advocating for diversity, teachers as agents of school change, and the construction of knowledge.
Journals for full download on the link below
Journals for full download on the link below
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