Culturally Relevant Education: Think Local Within a Holistic Orientation

Students bring valuable cultural ways of knowing and worldviews to the classroom. Teachers who build on student cultures are able to motivate and make learning more meaningful. We believe that teachers should Think Local within a holistic orientation to create a student-centered and culture-centered...

Full description

Saved in:
Bibliographic Details
Published in:Multicultural perspectives (Mahwah, N.J.) N.J.), 2021-01, Vol.23 (1), p.3-16
Main Authors: Pang, Valerie Ooka, Alvarado, Jose Luis, Preciado, Jose R., Schleicher, Al R.
Format: Article
Language:English
Subjects:
African American Students
American Indian Students
Community Schools
Cultural Awareness
Cultural Background
Cultural Capital
Culturally Relevant Education
Elementary School Teachers
Hispanic American Students
Holistic Approach
Indigenous Knowledge
Mexican Americans
Multicultural education
Navajo (Nation)
Pedagogy
Social Capital
Student Centered Learning
Student Experience
Teacher Competencies
Tribally Controlled Education
World Views
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Students bring valuable cultural ways of knowing and worldviews to the classroom. Teachers who build on student cultures are able to motivate and make learning more meaningful. We believe that teachers should Think Local within a holistic orientation to create a student-centered and culture-centered education that arises out of student cultural knowledge, life experiences, and belief systems. Like the Farm to Table movement in agriculture, teachers need to think about reaching students using a Think Local perspective. We highlight three examples of culturally relevant programs and how their holistic programs are based on thinking local. From these three cases, we recommend that teachers consider utilizing five cultural competencies that will assist them in integrating the local expertise of students into schooling.
ISSN:1521-0960
1532-7892
DOI:10.1080/15210960.2021.1877546