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.contributor | Proyecto Fondecyt Nro. 3160530. | es-ES |
| dc.contributor | en-US | |
| dc.creator | César Peña Sandoval; Pontificia Universidad Católica de Valparaíso | |
| dc.date | 2017-01-23 | |
| dc.date.accessioned | 2019-04-12T16:28:45Z | |
| dc.date.available | 2019-04-12T16:28:45Z | |
| dc.identifier | http://www.perspectivaeducacional.cl/index.php/peducacional/article/view/462 | |
| dc.identifier.uri | http://revistaschilenas.uchile.cl/handle/2250/26393 | |
| dc.description | In 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.description | In 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.format | application/pdf | |
| dc.language | en | |
| dc.publisher | Pontificia Universidad Católica de Valparaíso | es-ES |
| dc.rights | El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía. | |
| dc.source | Perspectiva Educacional; Vol 56, No 1 (2017); 109-126 | en-US |
| dc.source | Perspectiva Educacional; Vol 56, No 1 (2017); 109-126 | es-ES |
| dc.subject | Social Justice;Pedagogy; Diversity; Social Inequality; Chile | es-ES |
| dc.subject | Social Justice; Pedagogy; Diversity; Social Inequality; Chile. | en-US |
| dc.title | The Remix of Culturally relevant pedagogy: pertinence, possibilities, and adaptations for the chilean context. | es-ES |
| dc.title | The remix of culturally relevant pedagogy: pertinence, possibilities, and adaptations for the chilean context | en-US |
| dc.type | en-US | |
| dc.type | es-ES |
This item appears in the following Collection(s)
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Perspectivas Educacional: Formación de Profesores
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