Professional Development School Experiences and Culturally Sustaining Teaching

Abstract

Culturally sustaining pedagogy (Hill, 2012; Ladson-Billings, 2014; Paris, 2012; Paris & Alim, 2014), culturally responsive teaching (Gay, 2002), or culturally relevant pedagogy (Brown-Jeffy & Cooper, 2011; Ladson-Billings, 1995a), is the use of students’ cultural knowledge, experiences, learning preferences, and common cultural examples while developing curriculum, teaching, and managing behavior. Knowing learners and having cultural awareness are critical components of teaching (Shulman, 1986, 1987). Faculty must address issues of cultural knowledge and assist candidates in developing the skills and attitudes for culturally diverse students. Researchers use Siwatu’s culturally responsive scales (2007) to determine areas of focus when forming future teachers’ experiences.