Abstract
The important work of Gloria Ladson-Billings (1995) has taught us that culturally responsive pedagogy encourages student achievement in K–12 education. Culturally responsive pedagogy includes the following three criteria: “an ability to develop students academically, a willingness to nurture and support cultural competence, and the development of a sociopolitical or critical consciousness” and includes “three conceptions regarding self and other, social relations, and knowledge” (Ladson-Billings, 1995, p. 483). Thus, culturally responsive pedagogy situates student learning and academic success within the broader social and cultural contexts in which students and their families live, work, and function in everyday life. And, by drawing upon students’ cultural ways of knowing and being, their learning and engagement is enhanced (Brockenbrough, 2014; Ladson-Billings, 1995). According to Ladson-Billings (1995), she built upon the term “culturally responsive,” rather than culturally appropriate, culturally congruent, or culturally compatible, for the following reason: “only the term culturally responsive appears to refer to a more dynamic or synergistic relationship between home/community culture and school culture” (p. 467). Therefore, an essential conceptual and pedagogical foundation is established when considering funds of knowledge as a culturally responsive pedagogy.
Original language | English (US) |
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Title of host publication | Funds of Knowledge in Higher Education |
Subtitle of host publication | Honoring Students' Cultural Experiences and Resources as Strengths |
Publisher | Taylor and Francis |
Pages | 175-188 |
Number of pages | 14 |
ISBN (Electronic) | 9781315447315 |
ISBN (Print) | 9781138213838 |
DOIs | |
State | Published - Jan 1 2017 |
ASJC Scopus subject areas
- General Social Sciences