Abstract
| Language | English |
|---|---|
| Title of host publication | Global Teaching: Southern Perspectives on Working with Diversity |
| Editors | Carol Reid, Jae Major |
| Place of Publication | New York |
| Pages | 59-79 |
| Number of pages | 21 |
| DOIs | |
| Publication status | Published - 4 Jan 2017 |
Publication series
| Name | Education Dialogues with/in the Global South |
|---|---|
| Publisher | Palgrave Macmillan US |
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Keywords
- Global North
- education
- classroom
- culturally responsive pedagogies
- diversification
Cite this
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Learning to be a culturally responsive teacher in the Global North : a call for critical teacher education. / Santoro, Ninetta.
Global Teaching: Southern Perspectives on Working with Diversity. ed. / Carol Reid; Jae Major. New York, 2017. p. 59-79 (Education Dialogues with/in the Global South).Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Learning to be a culturally responsive teacher in the Global North
T2 - a call for critical teacher education
AU - Santoro, Ninetta
PY - 2017/1/4
Y1 - 2017/1/4
N2 - In the last 30 years, unprecedented levels of mobility worldwide have meant that culturally homogenous classrooms are rare in most places in the Global North. It is therefore imperative that all teachers develop a repertoire of effective and culturally responsive pedagogies. Ninetta Santoro draws on data from a study that investigated the attitudes of a cohort of Scottish student-teachers towards culturally diverse classrooms and their perceptions of their readiness to teach in such contexts. She highlights the challenges the student-teachers experienced in understanding their students, and understanding themselves as professionals embedded within dominant Northern cultural discourses. Santoro concludes by suggesting the need for critical teacher education and the diversification of the teacher educator profession to include those from the Global South.
AB - In the last 30 years, unprecedented levels of mobility worldwide have meant that culturally homogenous classrooms are rare in most places in the Global North. It is therefore imperative that all teachers develop a repertoire of effective and culturally responsive pedagogies. Ninetta Santoro draws on data from a study that investigated the attitudes of a cohort of Scottish student-teachers towards culturally diverse classrooms and their perceptions of their readiness to teach in such contexts. She highlights the challenges the student-teachers experienced in understanding their students, and understanding themselves as professionals embedded within dominant Northern cultural discourses. Santoro concludes by suggesting the need for critical teacher education and the diversification of the teacher educator profession to include those from the Global South.
KW - Global North
KW - education
KW - classroom
KW - culturally responsive pedagogies
KW - diversification
UR - http://www.palgrave.com/de/book/9781137532145
U2 - 10.1057/978-1-137-52526-0_4
DO - 10.1057/978-1-137-52526-0_4
M3 - Chapter
SN - 9781137532145
T3 - Education Dialogues with/in the Global South
SP - 59
EP - 79
BT - Global Teaching: Southern Perspectives on Working with Diversity
A2 - Reid, Carol
A2 - Major, Jae
CY - New York
ER -