Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

  • Kevin Grady Murry Kansas State University
  • Melissa Holmes Kansas State University
  • Shabina Kavimandan Kansas State University
Keywords: culturally relevant education, educational methods, instructional strategies, professional development, capacity building

Abstract

Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from variant races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers

Author Biographies

Kevin Grady Murry, Kansas State University

Professor, Curriculum & Instruction

Melissa Holmes, Kansas State University

Associate Director, Center for Intercultural and Multilingual Advocacy

Shabina Kavimandan, Kansas State University
Project Manager, Center for Intercultural and Multilingual Advocacy
Published
2020-03-11
How to Cite
Murry, K. G., Holmes, M., & Kavimandan, S. (2020). Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction. FIRE: Forum for International Research in Education, 6(2). https://doi.org/10.32865/fire202062203
Section
Articles