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Culturally relevant or responsive teaching is a pedagogy〔Gay, G. (2010). Culturally Responsive Teaching, 2nd Ed. New York, New York: Teachers College Press.〕 grounded in teachers' displaying cultural competence: skill at teaching in a cross-cultural or multicultural setting.〔Diller, J., & Moule, J. (2005). Cultural competence: A primer for educators, Thomson Wadsorth: Belmont, California.〕 They enable each student to relate course content to his or her cultural context.〔Scherff, L., & Spector, K. (2011). Culturally Relevant Pedagogy, Rowman & Littlefield Education: Lanham, Maryland.〕 While the term culturally relevant teaching often deals specifically with instruction of African American students in the United States.〔Ladson-Billings, Gloria (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass Publishing.〕 it has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds. For instance, in Canada, research reflects the need to bridge the gap between traditional Aboriginal education and Western education systems by including spirituality in Aboriginal educational practices. By making education culturally relevant, it is thought to improve academic achievement.〔Curwin, D and Lynda, A. (2003). A missing link: Between traditional aboriginal education and the western system of education. Canadian Journal of Native Education. 27(2). 144-160.〕 Although the majority of this practice is undertaken in a primary or secondary school setting, Baumgartner and Johnson-Bailey (2008), have experienced the implementation and discussions of culturally relevant teaching within a higher education environment 〔Baumgartner, L.M. and Johnson-Bailey, J. (2008). Fostering awareness of diversity and multiculturism in adult and higher education. New Directions for Continuing Education. 120. 45-53.〕 ==Historical Context== Culturally relevant teaching was made popular by Dr. Gloria Ladson-Billings in the early 1990s,〔Gay, G. (2010). Culturally responsive teaching, 2nd Ed. New York, New York: Teachers College Press.〕 the term she created was defined as one "that empowers students to maintain cultural integrity, while succeeding academically."〔Ladson-Billings, Gloria (1995a). Toward a theory of culturally relevant pedagogy. American Research Journal. 32(3) 465-491.〕 This has become more widely known and accepted in the education field. For example, the U.S. Department of Education's Equity Assistance Centers, such as the Equity Alliance at ASU help states, school districts and schools to establish the conditions for equitable educational outcomes for all students, using cultural responsiveness as one of the measures of the needed capabilities of teachers, principals and school communities as a whole.〔Equity Alliance (2011). The Equity Alliance at ASU. Retrieved from http://www.equityallianceatasu.org/〕 The theory surrounding culturally relevant teaching is connected to a larger body of knowledge on multicultural education and helping culturally diverse students excel in education.〔Castagno, A., & Brayboy, B. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993. .〕 Researchers argue that there are gaps in academic achievement between mainstream culture and immigrants or ethnic cultural groups. Early theories suggest, the disconnect between these groups were due to student/teacher language difficulties or that ethnic cultures don’t value education as heavily as the Western culture does.〔Schmeichel, Mardi. (2012). Good teaching? An examination of culturally relevant pedagogy as an equity practice. Journal of Curriculum Studies. 44(2). 211-231.〕 Often placing, culturally diverse students unnecessarily in special education classes simply because of linguistic and cultural differences.〔Artiles, A., & Harry, B. (2006). Addressing culturally and linguistically diverse student overrepresentation in special education: Guidelines for parents. National Center for Culturally Responsive Educational Systems (NCCREST). Retrieved from http://www.nccrest.org/Briefs/〕 In response to these challenges, some researchers and teachers believe that education should be adapted to "match the cultures students bring with them from home." 〔Castagno, A., & Brayboy, B. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993. . (Page 946)〕 One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay. In her landmark book, ''Culturally Responsive Teaching: Theory, Research, and Practice'', Geneva Gay expanded the traditional view of culture beyond race and ethnicity. She wrote, "Even without being consciously aware of it, culture determines how we think, believe, and behave" 〔Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd Ed.). New York: Teachers College Press.〕 In other words, culture is a student's beliefs, motivations, and even social groups and norms. Thus, the teacher who practices culturally relevant teaching understands that culture manifests in a variety of adaptations within how students prefer to learn. A culturally responsive teacher uses differentiated instruction to tailor learning to every aspect of a student's culture. Many of these researchers and educators support the constructivist theories of education because such perspectives recognize the value of multiple cultural viewpoints.〔Kea, C., Campbell-Whatley, G., & Richards, H. (2006). Becoming culturally responsive educators: Rethinking teacher education pedagogy. National Center for Culturally Responsive Educational Systems. Retrieved from http://www.niusileadscape.org/docs/〕 In constructivism, learners are taught to question, challenge, and critically analyze information rather than blindly accept what it taught; which leads to exactly the type of teaching advocated by the originators of culturally relevant teaching.〔Banks, J.A. (2004). Multicultural education: Historical development, dimensions, and practice. In J.A. Banks & C.A.M. Banks, Handbook of research on multicultural education (2nd Ed., pp. 3 - 29). San Francisco: Jossey-Bass.〕 James Banks lays out 5 dimensions of multicultural education. These dimensions laid the foundation for the move toward culturally relevant teaching. The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching. The second dimension of knowledge construction asks learners to begin questioning and critically analyzing the biased, and previously accepted, curriculum. In the third dimension, the teaching focus shifts to encouraging cross-cultural interactions in an effort to reduce prejudice. By the fourth dimension, equitable pedagogy, the teacher uses culturally relevant teaching to change teaching approaches. The purpose of Banks' fourth dimension is to tailor teaching methods to ensure success of students from all cultures. If successful, the fourth dimension and culturally relevant teaching will manifest into Banks' fifth dimension of an empowered school culture. It is in this stage when teachers and learners critically examine the institution of education for inequities. Banks' fourth and fifth dimensions are the perfect example of culturally relevant teaching. Teachers who achieve these dimensions, and thus fully realize the impact of culturally relevant teaching, cherish learners who question, seek answers through inquiry, and embrace a mindset of social justice. All of which are the key components of constructivism.〔Flinders, D.J., & Thornton, S.J. (2009). The curriculum studies reader, 3rd Ed. New York: Routledge.〕 James Scheurich believes that culturally relevant pedagogy has a significant importance on our youth because it benefits students no matter what the ethnic background or culture of the students. In a video James Scheurich explains how the success of our country is in the hand of our children and in a society where students of color will no longer be the minority, he expresses how teachers must teach to their audience in order for students to be successful. (Scheurich James, N/A)〔Scheurich James. (Performer). (N/A). Demographic significance. (Video ). Retrieved from http://www.tolerance.org/tdsi/crp_why〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Culturally relevant teaching」の詳細全文を読む スポンサード リンク
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