Curriculum and Pedagogy for Culturally Relevant and Sustaining Urban Education: Key Takeaways from an Online Professional Development Program for Georgia Teachers of Urban Learners
Location
Session 1 Presentations - Culturally Responsive Pedagogy & Practices
Proposal Track
Research Project
Session Format
Presentation
Abstract
This presentation will discuss planning and implementation of an online urban education professional development program for in-service teachers intended to enhance teaching praxis through a focus on culturally relevant, responsive, and sustaining pedagogy. Design of the professional development was informed by research on effective teacher professional development (Darling-Hammond et al., 2017). The program’s theoretical grounding included Schwab’s (1973) curriculum commonplaces, Ladson-Billings’ (1995) three pillars of culturally relevant pedagogy: academic achievement, cultural competence, and socio-political consciousness, and Gay’s (2018) culturally responsive teaching approach components. Presenters will share curriculum and pedagogy utilized in the program to enhance: (1) teachers’ knowledge of the context of urban education; (2) teachers’ abilities to recognize and utilize the human and material resources within urban communities to support the academic and psychological well-being of urban learners; and (3) teachers’ abilities to develop culturally relevant and sustaining curriculum plans in their areas of certification. Emphasis in this presentation will be placed on program benefits identified by participants and lessons learned by instructors during multiple offerings of the program.
Keywords
professional development, urban education, culturally relevant pedagogy
Professional Bio
Dr. Sabrina Ross , Dr. Calvin Walton, Dr. Alma Stevenson, and Dr. Ming Fang He all teach in the Department of Curriculum, Foundations, and Reading in the College of Education at Georgia Southern University. They share research and teaching interests related to social justice education and the education of culturally and linguistically diverse learners.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ross, Sabrina N.; Walton, Calvin; Stevenson, Alma; and He, Ming Fang, "Curriculum and Pedagogy for Culturally Relevant and Sustaining Urban Education: Key Takeaways from an Online Professional Development Program for Georgia Teachers of Urban Learners" (2021). Georgia Educational Research Association Conference. 18.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/18
Curriculum and Pedagogy for Culturally Relevant and Sustaining Urban Education: Key Takeaways from an Online Professional Development Program for Georgia Teachers of Urban Learners
Session 1 Presentations - Culturally Responsive Pedagogy & Practices
This presentation will discuss planning and implementation of an online urban education professional development program for in-service teachers intended to enhance teaching praxis through a focus on culturally relevant, responsive, and sustaining pedagogy. Design of the professional development was informed by research on effective teacher professional development (Darling-Hammond et al., 2017). The program’s theoretical grounding included Schwab’s (1973) curriculum commonplaces, Ladson-Billings’ (1995) three pillars of culturally relevant pedagogy: academic achievement, cultural competence, and socio-political consciousness, and Gay’s (2018) culturally responsive teaching approach components. Presenters will share curriculum and pedagogy utilized in the program to enhance: (1) teachers’ knowledge of the context of urban education; (2) teachers’ abilities to recognize and utilize the human and material resources within urban communities to support the academic and psychological well-being of urban learners; and (3) teachers’ abilities to develop culturally relevant and sustaining curriculum plans in their areas of certification. Emphasis in this presentation will be placed on program benefits identified by participants and lessons learned by instructors during multiple offerings of the program.
