Convirtiéndonos en educadores culturalmente más eficaces y receptivos
Portada REduca 02.02
PDF (English)
ePub (English)

Palabras clave

educación culturalmente receptiva
actividades culturalmente receptivas
programas culturalmente receptivos

Cómo citar

Sanjurjo, C., Chávez, L., & Evenstad, J. P. (2019). Convirtiéndonos en educadores culturalmente más eficaces y receptivos. Revista De Educación De Puerto Rico (REduca), 2(2), 1-30. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/16924

Resumen

Este artículo conceptual responde a la pregunta: ¿cuáles son algunos programas y prácticas que ayudan o apoyan a los educadores para ser culturalmente sensibles en sus salones de clase? Se presentarán varias prácticas o actividades culturalmente sensibles y un programa en esa misma línea, a saber: autobiografías culturales, poemas estilo “Soy de…”, bolsas culturales y el programa Generando Expectativas para el Éxito Estudiantil (Generating Expectations for Student Achievement, GESA).

PDF (English)
ePub (English)

Citas

Banks, J. A. (2012). Encyclopedia of diversity in education, 1-4. Thousand Oaks, CA: Sage Publications.

Brisk, M. E. (1998). The transforming power of critical autobiographies. Paper presented at the 32nd Annual Meeting of the Teachers of English to Speakers of Other Languages, Seattle, WA, March 17-21.

Campos, D. (2013). Educating Latino boys: An asset-based approach. Thousand Oaks, CA: Corwin.

Christensen, L. (1998). Where I'm From: Inviting student lives into the classroom. Rethinking Schools On Line, 12(2), 22-23.

Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America. London: Falmer Press.

Fuller, B., Kim, Y., Galindo, C., Bathia, S., Bridges, M., Duncan, G. J., & García Valdivia, I. (2019). Worsening school segregation for Latino children? Educational Researcher, 20(10), 1-14. DOI: https://doi.org/10.3102/0013189X19860814

Gandara, P. (2009). The Crisis in the Education of Latino Students. Retrieved from http://www.nea.org/home/17404.htm

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York: Teachers College Press.

Good, T. L., & Brophy, J. E. (2007). Looking in classrooms (10th ed.). London, England: Pearson.

Grayson, D. A., & Martin, M. D. (2012). Generating expectations for student achievement (GESA): An equitable approach to educational excellence. Tehachapi, CA: GrayMill.

Harris, M. Y. (2005). Black women writing autobiography: Autobiography in multicultural education. In J. Phillion, M. F. He, & F. M. Connelly (Eds.), Narrative and experience in multicultural education (pp. 36-52). Thousand Oaks, CA: Sage Publications.

Hess, K. K., Jones, B. S., Carlock, D., & Walkup, J. R. (2009). Cognitive rigor: Blending the strengths of Bloom’s taxonomy and Webb’s depth of knowledge to enhance classroom-level processes. (ERIC Document Reproduction Service No. ED 517804). Retrieved from http://files.eric.ed.gov/fulltext/ED517804.pdf

Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah: Lawrence Erlbaum Associates.

Howard, G. R. (2016). We can’t teach what we don’t know: What teachers, multiracial schools (3rd ed.). New York: Teachers College Press.

Jones, F. (2000). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA: Fredric H. Jones & Associates.

Kelly, M. (2019). Question stems for each level of Bloom’s taxonomy. Retrieved from https://www.thoughtco.com/blooms-taxonomy-questions-7598

Kohn, A. (2001). Five reasons to stop saying “Good Job!” Young Children, 56(5), 24-28. Retrieved from https://www.alfiekohn.org/article/five-reasons-stop-saying-good-job/

Ladson-Billings, G. (2009). Dreamkeepers: Successful teachers for African American children. (2nd ed.). San Francisco, CA: Jossey-Bass.

Li, X. (2007). Multiculturalize teacher identity: A critical descriptive narrative. Multicultural Education, 14(4), 37-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ774721.pdf

Marquez Chisholm, I. (1994). Preparing teachers for multicultural classrooms. The Journal of Educational Issues of Language Minority Students, 14, 43-68.

Marrero, F. A. (2016). Barriers to School Success for Latino Students. Journal of Education and Learning, 5(2), 180-186. DOI: https://doi.org/10.5539/jel.v5n2p180

Maxwell, L. A. (2014, May 20). Latino students are nation’s most segregated, report finds. Education Week, 33(32), 6. Retrieved from https://www.edweek.org/ew/articles/2014/05/21/32deseg.h33.html

National Center for Education Statistics (NCES). (2017) The Condition of Education: Status Dropout Rates. Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://nces.ed.gov/programs/coe/indicator_coj.asp

National Center for Education Statistics (NCES). (2019). Status and Trends in Education of Racial and Ethnic Groups. Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://nces.ed.gov/programs/raceindicators/index.asp

Nieto, S. (2000). Affirming diversity: The Sociopolitical Context of Multicultural Education (3rd ed.). New York: Longman.

Nieto, S. (2010). Language, culture, and teaching. Critical perspectives (2nd ed.). New York: Routledge.

Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston, MA: Pearson.

Ovando, C. J., & Combs, M. C. (2012). Bilingual and ESL classrooms: Teaching in multicultural contexts (5th ed.). New York, NY: McGraw Hill.

Pals, T., & Boylin, C. (2019, July 30). School segregation worsens for Latino children compared with a generation ago. American Educational Research Association. Retrieved from https://www.eurekalert.org/pub_releases/2019-07/aera-ssw072919.php

Park, G. (2011). Adult English language learners constructing and sharing their stories and experiences: The cultural and linguistic autobiography writing project. TESOL Journal, 1(2), 156-172. DOI: http://dx.doi.org/10.5054/tj.2011.250378

Phillion, J., He, M. F., & Connelly, F. M. (Eds.). (2005). Narrative and experience in multicultural education. CA: Sage Publications.

Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214–247.

Slavin, R. E., & Calderon, M. (2001). Effective Programs for Latino Students. New Jersey: LEA Publishers.

Slavin, R. E. (2014). Making cooperative learning powerful. Educational Leadership, 72(2), 22-26. Retrieved from http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx

Spindler, G., & Spindler, L. (Eds.). (1994). Pathways to cultural awareness: Cultural therapy with teachers and students. Thousand Oaks: Corwin Press.

Sadker, D., & Sadker, M. (1985). Is the O.K. Classroom O.K.? Phi Delta Kapan, 66(5), 358-361.

United States Census Bureau. (2018, Sep. 13). Hispanic Heritage Month 2018. Retrieved from https://www.census.gov/newsroom/facts-for-features/2018/hispanic-heritage-month.html

United States Department of Education. (2016). The State of Racial Diversity in Educator Workforce. Retrieved August 1, 2019 from https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf

Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York.

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419. DOI: http://dx.doi.org/10.1037/0022-0663.89.3.411

El contenido que aparece en la Revista de Educación de Puerto Rico se distribuye gratuitamente y está disponible bajo las prácticas de acceso abierto, de acuerdo con la licencia de Creative Commons, Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0). Mediante estos principios, la revista y sus autores permiten a los lectores acceder, reproducir y compartir los textos completos de los artículos. Los usuarios deben dar crédito a los autores de forma razonable sin sugerir que tienen el apoyo de ellos. Bajo ninguna circunstancia, los lectores pueden hacer uso de los contenidos con propósitos comerciales. Los autores conservan los derechos de autor sobre sus trabajos.

Descargas

La descarga de datos todavía no está disponible.