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Exploring the practices of faculty in creating culturally responsive,…
Exploring the practices of faculty in creating culturally responsive, inclusive and socially just higher education classrooms through the literature
Geography
Canada
(Ragoonaden & Mueller, 2017)
(Hutchison & McAlister-Shields, 2020)
(Howe, Johnson, & Te Momo, 2021)
New Zealand
(Howe, Johnson, & Te Momo, 2021)
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Definitions
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Anti-racist
(Lynch, Swartz, & Isaacs, 2017)
(Howe, Johnson, & Te Momo, 2021)
(Galloway, Callin, James, Vimegnon, & McCall, 2019)
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Indigenizing
(Ragoonaden & Mueller, 2017)
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Role of Language
How we define things, what language and terminology we use has an impact
Curriculum
Student Voice
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(Ragoonaden & Mueller, 2017)
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Student Success
Community
(Ragoonaden & Mueller, 2017)
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Indigenizing
(Ragoonaden & Mueller, 2017)
(Howe, Johnson, & Te Momo, 2021)
(Galloway, Callin, James, Vimegnon, & McCall, 2019)
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Culture
(Hutchison & McAlister-Shields, 2020)
Role of the Instructor
Student Voice
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(Ragoonaden & Mueller, 2017)
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(Galloway, Callin, James, Vimegnon, & McCall, 2019)
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Self-Reflection
(Ragoonaden & Mueller, 2017)
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Cultural Training
(Howe, Johnson, & Te Momo, 2021)
Community relationships
(Howe, Johnson, & Te Momo, 2021)
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Seminal Texts
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (Third ed.). Teachers College Press.
Ladson-Billings, G. (1995). But that’s good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. https://jstor.org/stable/1476635
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Role of terminology
(Galloway, Callin, James, Vimegnon, & McCall, 2019)
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