Problematizing Assumptions, Examining Dilemmas, and Exploring Promising Possibilities in Culturally Relevant Pedagogy. A Response to “'I Didn’t See It as a Cultural Thing': Supervisors of Student Teachers Define and Describe Culturally Responsive Supervision"

Authors

Maria Dantas-Whitney, Western Oregon UniversityFollow
R. Dana Ulveland, Western Oregon UniversityFollow

Abstract

In response to the study and recommendations presented in the article “'I Didn’t See it as a Cultural Thing,'” written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors’ approaches and assertions that seem to reflect a hierarchical power structure and a deficit model. Second, we examine our own dilemmas and struggles in enacting culturally relevant practices within our teacher education program. Our reflections derive from our recent experience preparing for a reaccreditation site visit by NCATE. Third, we end by exploring some promising possibilities in culturally relevant teaching by describing a successful project we have been able to implement, which involved a partnership with a school district.

Response to Article

Linda B. Griffin, Dyan Watson, and Tonda Liggett, “I Didn’t See It as a Cultural Thing”: Supervisors of Student Teachers Define and Describe Culturally Responsive Supervision

Recommended Citation

Dantas-Whitney, M. , Ulveland, R. (2016). Problematizing Assumptions, Examining Dilemmas, and Exploring Promising Possibilities in Culturally Relevant Pedagogy. A Response to “'I Didn’t See It as a Cultural Thing': Supervisors of Student Teachers Define and Describe Culturally Responsive Supervision". Democracy and Education, 24 (1), Article 9.
Available at: https://democracyeducationjournal.org/home/vol24/iss1/9