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The remix of culturally relevant pedagogy: pertinence, possibilities, and adaptations for the chilean context

The Remix of Culturally relevant pedagogy: pertinence, possibilities, and adaptations for the chilean context.

dc.creatorPeña Sandoval, César
dc.date2017-01-23
dc.date.accessioned2025-05-30T16:10:37Z
dc.date.available2025-05-30T16:10:37Z
dc.identifierhttps://www.perspectivaeducacional.cl/index.php/peducacional/article/view/462
dc.identifier10.4151/07189729-Vol.56-Iss.1-Art.462
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/253566
dc.descriptionIn this paper, I explore prior and recent conceptualizations of the culturally responsive approach to teaching, an asocial justice perspective that presents possibilities for the Chilean context. Based on the recent literature, I propose Culturally Relevant Pedagogy 2.0 as a comprehensive framework that can be adapted to diverse local contexts beyond where it was originally developed. After describing the five principles that I consider more pertinent for Chile, I suggest adaptations such as the incorporation of grassroots youth culture and indigenous knowledge. In that vein, this work forms part in a major effort to build a theoretical basis that transcends boundaries but also adds a local perspective on teaching diverse students. My conclusions are intended to inform, inspire and stimulate pre-service and in-service teachers, and teacher educators in favor of quality education for diversity and equity.en-US
dc.descriptionIn this paper, I explore prior and recent conceptualizations of the culturally responsive approach to teaching, an asocial justice perspective that presents possibilities for the Chilean context. Based on the recent literature, I propose Culturally Relevant Pedagogy 2.0 as a comprehensive framework that can be adapted to diverse local contexts beyond where it was originally developed. After describing the five principles that I consider more pertinent for Chile, I suggest adaptations such as the incorporation of grassroots youth culture and indigenous knowledge. In that vein, this work forms part in a major effort to build a theoretical basis that transcends boundaries but also adds a local perspective on teaching diverse students. My conclusions are intended to inform, inspire and stimulate pre-service and in-service teachers, and teacher educators in favor of quality education for diversity and equity.  es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherPontificia Universidad Católica de Valparaísoes-ES
dc.relationhttps://www.perspectivaeducacional.cl/index.php/peducacional/article/view/462/235
dc.rightsDerechos de autor 2017 César Peña Sandovales-ES
dc.rightshttps://creativecommons.org/licenses/by-sa/4.0es-ES
dc.sourcePerspectiva Educacional; Vol. 56 No. 1 (2017); 109-126en-US
dc.sourcePerspectiva Educacional; Vol. 56 Núm. 1 (2017); 109-126es-ES
dc.source0718-9729
dc.subjectSocial Justiceen-US
dc.subjectPedagogyen-US
dc.subjectDiversityen-US
dc.subjectSocial Inequalityen-US
dc.subjectChile.en-US
dc.subjectSocial Justicees-ES
dc.subjectPedagogyes-ES
dc.subjectDiversityes-ES
dc.subjectSocial Inequalityes-ES
dc.subjectChilees-ES
dc.titleThe remix of culturally relevant pedagogy: pertinence, possibilities, and adaptations for the chilean contexten-US
dc.titleThe Remix of Culturally relevant pedagogy: pertinence, possibilities, and adaptations for the chilean context.es-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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