"It's Important for Them to Know Who They Are": Teachers' Efforts to Sustain Students' Cultural Competence in an Age of High-Stakes Testing

《"It's Important for Them to Know Who They Are": Teachers' Efforts to Sustain Students' Cultural Competence in an Age of High-Stakes Testing》

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关键字: elementary school; ethnography; literacy; culturally sustaining pedagogy; RELEVANT PEDAGOGY; EDUCATION; CURRICULUM; POLICY

作者单位: [Zoch, Melody] Univ North Carolina Greensboro, Literacy Educ, Greensboro, NC USA. Zoch, M (reprint author), Univ North Carolina Greensboro, Teacher Educ & Higher Educ, 1300 Spring Garden St,470 Sch Educ Bldg, Greensboro, NC 27403 USA. E-Mail: mzoch@uncg.edu

摘要: This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students' cultural competence-maintaining their language and cultural practices while also gaining access to more dominant ones-amid expectations to prepare students for high-stakes testing. A large part of their teaching involved taking their students' backgrounds into account and selecting classroom texts to provide examples of the contributions made by successful culturally, ethnically, and linguistically diverse people with space for dialogue about inequity.