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‘Cultural literacy’ has three aspects: its explicitly political aim; the kind of knowledge it presupposes; and, following from that, the methods of delivery it encourages. The political aim of ‘cultural literacy’ has attracted by far the most attention from both supporters and opponents.
Mar 16, 2017 · The paper begins by drawing on a number of seminal texts to outline the distinctive nature of a sociocultural approach to understanding the learning process, and outlines reasons for asserting the need for culturally responsive pedagogy in school literacy learning.
- Janice Wearmouth
- 2017
The call for culturally responsive pedagogy or teaching is not new, with scholars such as Ladson-Billings (1994) and Gay (2010) urging educators to consider cultural diversity among their students for decades.
Jan 23, 2021 · Abstract. This critical, integrative qualitative review explores how researchers approach, describe, and justify culturally relevant, culturally responsive, or culturally sustaining literacy instruction in prekindergarten through fifth-grade (P–5) classrooms. We reviewed 56 studies published between 1995 and 2018.
- Laura Beth Kelly, Wendy Wakefield, Jaclyn Caires-Hurley, Lynne Watanabe Kganetso, Lindsey Moses, Eve...
- 2021
Jan 1, 2010 · In other words, it offers an alternative form of literacy to the dominant discourse and gives a critical reading of how power, ideology and culture work to disempower groups of people while privileging others. A pedagogy of critical religious literacy develops a culture and language of critique.
- Peta Goldburg
- peta.goldburg@acu.edu.au
- 2010
Articles were coded using a system based on the culturally responsive framework identified from the extant literature detailing the theoretical base for culturally responsive pedagogy. Nineteen articles met inclusion criteria for the review.
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Nov 3, 2021 · For us, cultural literacy learning is about dialogic cocreation of (or attempts to cocreate) knowledge that can be stimulated by concrete creative practices, such as making an artwork together. In our approach, creativity, the act of creating, and its outcome, creation, are linked but not equivalent concepts.
