Interrogating practice in culturally diverse classrooms : what can an analysis of student resistance and teacher response reveal?
Santoro, Ninetta and Forghani-Arani, Neda (2015) Interrogating practice in culturally diverse classrooms : what can an analysis of student resistance and teacher response reveal? European Journal of Teacher Education, 38 (1). pp. 58-70. ISSN 0261-9768 (https://doi.org/10.1080/02619768.2014.944158)
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Abstract
As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.
ORCID iDs
Santoro, Ninetta ORCID: https://orcid.org/0000-0002-3357-3900 and Forghani-Arani, Neda;-
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Item type: Article ID code: 51201 Dates: DateEventJanuary 2015Published5 August 2014Published Online8 July 2014AcceptedSubjects: Education > Education (General)
Social Sciences > Communities. Classes. RacesDepartment: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 21 Jan 2015 16:38 Last modified: 12 Dec 2024 03:00 URI: https://strathprints.strath.ac.uk/id/eprint/51201