Culturally Responsive Teaching Article Review Assignment
.pdf
keyboard_arrow_up
School
Ohio State University *
*We aren’t endorsed by this school
Course
571
Subject
Communications
Date
May 5, 2024
Type
Pages
7
Uploaded by MasterNarwhalMaster420 on coursehero.com
CULTURALLY RESPONSIVE TEACHING ARTICLE REVIEW ASSIGNMENT
1
Culturally Responsive Teaching Article Review Assignment
Emily A. Cook
School of Education, Liberty University
Author Note
Emily A. Cook
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Emily A. Cook.
Email:
eacook1@liberty.edu
CULTURALLY RESPONSIVE TEACHING ARTICLE REVIEW ASSIGNMENT
2
Summary of Article One
In "Student Teachers' Diverse Knowledge and Experiences of Religion - Implications for
Culturally Responsive Teaching" by Sally Elton-Chalcraft (2020), the author explores the
significance of student teachers' diverse knowledge and experiences of religion in the context of
culturally responsive teaching. The article delves into how student teachers' personal
backgrounds, beliefs, and encounters with religion influence their teaching practices, particularly
in diverse classroom settings. Elton-Chalcraft emphasizes the importance of recognizing and
understanding the religious diversity among student teachers as a crucial component of preparing
them for culturally responsive teaching. She suggests that student teachers' own religious
backgrounds and experiences can shape their perceptions, attitudes, and approaches to teaching
about religion in schools.
The author discusses various factors that influence student teachers' knowledge and
experiences of religion, including their upbringing, education, and exposure to different religious
traditions. She argues that acknowledging and valuing this diversity can enhance teacher
preparation programs and contribute to more inclusive and effective teaching practices.
Elton-Chalcraft also highlights the challenges and opportunities associated with teaching
about religion in schools, such as navigating sensitive topics, addressing misconceptions, and
promoting respect and understanding among students from diverse religious backgrounds. She
underscores the importance of providing student teachers with opportunities for reflection,
dialogue, and professional development to enhance their confidence and competence in
addressing religious diversity in the classroom.
Overall, the article underscores the significance of incorporating student teachers' diverse
knowledge and experiences of religion into teacher preparation programs to foster culturally
CULTURALLY RESPONSIVE TEACHING ARTICLE REVIEW ASSIGNMENT
3
responsive teaching practices that promote inclusivity, respect, and understanding in diverse
educational settings.
Summary of Article Two
In their article "Teachers’ multicultural attitudes and perspective-taking abilities as
factors in culturally responsive teaching" (2020), Abacioglu, Volman, and Fischer explore the
influence of teachers' multicultural attitudes and their capacity for perspective-taking on
culturally responsive teaching practices. The authors delve into how these aspects shape
classroom dynamics and interactions with students from diverse cultural backgrounds.
The authors underscore the importance of educators' beliefs and attitudes regarding
cultural diversity in creating inclusive learning environments. They argue that teachers' ability to
understand and empathize with diverse perspectives is crucial for fostering a supportive
atmosphere conducive to the success of all students.
Abacioglu et al. discuss the concept of perspective-taking and its relevance in culturally
responsive teaching, highlighting its role in recognizing and addressing the needs of culturally
diverse students. Through research findings, they demonstrate a positive association between
teachers' multicultural attitudes, perspective-taking skills, and the implementation of inclusive
teaching methods. Furthermore, the authors explore the implications of their research for teacher
education programs, advocating for training modules aimed at enhancing multicultural
awareness and perspective-taking abilities. They stress the importance of providing educators
with opportunities for reflection and dialogue on issues related to cultural diversity to better
equip them for creating equitable and inclusive learning environments.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help