Cultural Competence and the Higher Education Sector by
This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.
Culturally Responsive Pedagogy by
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.
Culturally Responsive Strategies for Reforming STEM Higher Education by
By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases. This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.
Making Sense of Race in Education by
A 2021 AESA Critics' Choice Award Winner A 2021 SPE Outstanding Book Award Winner Making Sense of Race in Education: Practices for Change in Difficult Times takes a fresh look at the perennial issue of race in American schools. How do educators, in all settings, confront the issue of race with students and colleagues, given the contemporary backdrop of social movements for racial justice and change? How do educators affect change within their everyday classroom practices without fostering further alienation and discord? Although much has already been written about race and racism in school, this book addresses racial incidents directly and offers practical insights into how P-20 educators can transform these events alongside students and colleagues. Each chapter provides detailed analysis of curriculum, instruction, practices and pedagogical strategies for addressing race while at the same time wrestling with theoretical conceptions of race, justice, and fairness. Perfect for courses such as:Social Foundations of Education | Sociology of Education | Higher Education | Multicultural Education | Cultural Studies in Education | Schools and Society
Understanding Experiences of First Generation University Students by
Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research. The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.
The Innocent Classroom by
When children of color enter their classrooms each year, many often encounter low expectations, disconnection, and other barriers to their success. In The Innocent Classroom, Alexs Pate traces the roots of these disparities to pervasive negative stereotypes, which children are made aware of before they even walk through the school door. The cumulative weight of these stereotypes eventually takes shape as guilt, which inhibits students' engagement, learning, and relationships and hurts their prospects for the future. If guilt is the primary barrier for children of color in the classroom, then the solution, according to Pate, is to create an Innocent Classroom that neutralizes students' guilt and restores their innocence. To do so, readers will embark on a relationship "construction project" in which they will deepen their understanding of how children of color are burdened with guilt; discover students' "good," or the motivation behind their behaviors, and develop strategic responses to that good; and nurture, protect, and advocate for students' innocence.Ultimately, students will reclaim their innocence and begin to make choices that will lead to their success. Teachers will renew their commitment to their students. And the current ineffective system can give way to one that reflects a more enlightened understanding of who our children are--and what they are capable of.
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