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Biculturalism 101: A Self-Study Exploring Culturally Responsive Practice
Studying Teacher Education Pub Date : 2018-09-02 , DOI: 10.1080/17425964.2018.1541251
Dawn Garbett 1 , Alan Ovens 1 , Lynn Thomas 2
Affiliation  

ABSTRACT There has been strong advocacy for teacher educators to be culturally responsive in their teaching, but less attention has been focused on the process and journey of becoming more culturally responsive. In this self-study, two teacher educators enrolled in a year-long, foundation-level Māori language course to learn the indigenous language of their country. Putting themselves into roles as students in a bicultural context was a powerful way to learn about Māoritanga and culturally responsive pedagogy, which they then applied in their own teaching. Data were generated through regular reflective journal entries, with significant moments being identified, discussed, and shared with their critical friend. Discussion highlighted that interactions in a bicultural context generated a great deal more than rudimentary language skills. By incorporating aspects of their experiences into their teaching, Dawn and Alan were able to examine the rationale for their actions as an important commitment to modelling culturally appropriate pedagogy for their students. They acknowledge that their status will always be as “other” but they have respectfully navigated paths to ensure that they practice in ways that are sensitive and appropriate to their rich bicultural context.

中文翻译:

双重文化主义101:自学探索对文化有反应的实践

摘要强烈呼吁教师教育者在教学中提高文化响应能力,但很少有人关注提高文化响应能力的过程和过程。在这项自学中,两名教师教育者参加了为期一年的基础水平毛利人语言课程,以学习本国的土著语言。在双文化背景下发挥学生的作用是学习毛利坦加语和对文化敏感的教学法的有力方法,然后他们将其应用于自己的教学中。数据是通过定期的反思日记条目生成的,重要的时刻被确定,讨论并与他们的关键朋友共享。讨论强调指出,在双文化背景下的互动所产生的不仅仅是基本的语言技能。通过将他们的经历的各个方面纳入他们的教学中,Dawn和Alan能够研究其行为的基本原理,这是为学生建模适合文化的教学法的重要承诺。他们承认自己的地位将永远是“其他”,但他们以尊重的态度行事,以确保他们以对自己丰富的多元文化背景敏感且合适的方式进行练习。
更新日期:2018-09-02
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