Learning to be a culturally responsive teacher in the Global North: a call for critical teacher education

Ninetta Santoro

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
LanguageEnglish
Title of host publicationGlobal Teaching: Southern Perspectives on Working with Diversity
EditorsCarol Reid, Jae Major
Place of PublicationNew York
Pages59-79
Number of pages21
DOIs
Publication statusPublished - 4 Jan 2017

Publication series

NameEducation Dialogues with/in the Global South
PublisherPalgrave Macmillan US

Fingerprint

student teacher
teacher
learning
education
classroom
diversification
profession
educator
discourse
student

Keywords

  • Global North
  • education
  • classroom
  • culturally responsive pedagogies
  • diversification

Cite this

Santoro, N. (2017). Learning to be a culturally responsive teacher in the Global North: a call for critical teacher education. In C. Reid, & J. Major (Eds.), Global Teaching: Southern Perspectives on Working with Diversity (pp. 59-79). (Education Dialogues with/in the Global South). New York. https://doi.org/10.1057/978-1-137-52526-0_4
Santoro, Ninetta. / Learning to be a culturally responsive teacher in the Global North : a call for critical teacher education. Global Teaching: Southern Perspectives on Working with Diversity. editor / Carol Reid ; Jae Major. New York, 2017. pp. 59-79 (Education Dialogues with/in the Global South).
@inbook{0687bbcbfda94ee490240b1ef39eb018,
title = "Learning to be a culturally responsive teacher in the Global North: a call for critical teacher education",
abstract = "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.",
keywords = "Global North, education, classroom, culturally responsive pedagogies, diversification",
author = "Ninetta Santoro",
year = "2017",
month = "1",
day = "4",
doi = "10.1057/978-1-137-52526-0_4",
language = "English",
isbn = "9781137532145",
series = "Education Dialogues with/in the Global South",
publisher = "Palgrave Macmillan US",
pages = "59--79",
editor = "Carol Reid and Jae Major",
booktitle = "Global Teaching: Southern Perspectives on Working with Diversity",

}

Santoro, N 2017, Learning to be a culturally responsive teacher in the Global North: a call for critical teacher education. in C Reid & J Major (eds), Global Teaching: Southern Perspectives on Working with Diversity. Education Dialogues with/in the Global South, New York, pp. 59-79. https://doi.org/10.1057/978-1-137-52526-0_4

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 proceedingChapter

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 -

Santoro N. Learning to be a culturally responsive teacher in the Global North: a call for critical teacher education. In Reid C, Major J, editors, Global Teaching: Southern Perspectives on Working with Diversity. New York. 2017. p. 59-79. (Education Dialogues with/in the Global South). https://doi.org/10.1057/978-1-137-52526-0_4