Studying cultural relevance in online courses: A case study
Location
Hamilton A
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study investigated how culturally relevant pedagogy was embedded into online courses offered in undergraduate and graduate reading programs in a college of education. Addressing the needs of diverse students and assisting teaching candidates in incorporating culturally relevant pedagogy into their teaching are listed as goals in the mission of this college of education. This study began by investigating culturally relevant pedagogy in online courses; it resulted in analyzing curriculum alignment as a potential reason the courses investigated did not achieve cultural relevance. This work is important for the scholarship of teaching and learning as it affected the way the researchers think about teaching and learning opportunities for their students: it allows reflection that may contribute to the thinking about teaching and learning with diverse children; it allows reflection about collaboration with colleagues in our college and on other campuses working on developing culturally relevant pedagogues; it enriches our experiences as teachers of these courses (Bishop-Clark & Dietz-Uhler, 2012).
Keywords
culturally relevant pedagogy, online learning
Recommended Citation
Adams, Megan; Rodriguez, Sanjuana; and Zimmer, Kate, "Studying cultural relevance in online courses: A case study" (2016). Georgia Educational Research Association Conference. 49.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/49
Studying cultural relevance in online courses: A case study
Hamilton A
This study investigated how culturally relevant pedagogy was embedded into online courses offered in undergraduate and graduate reading programs in a college of education. Addressing the needs of diverse students and assisting teaching candidates in incorporating culturally relevant pedagogy into their teaching are listed as goals in the mission of this college of education. This study began by investigating culturally relevant pedagogy in online courses; it resulted in analyzing curriculum alignment as a potential reason the courses investigated did not achieve cultural relevance. This work is important for the scholarship of teaching and learning as it affected the way the researchers think about teaching and learning opportunities for their students: it allows reflection that may contribute to the thinking about teaching and learning with diverse children; it allows reflection about collaboration with colleagues in our college and on other campuses working on developing culturally relevant pedagogues; it enriches our experiences as teachers of these courses (Bishop-Clark & Dietz-Uhler, 2012).
