Pedagogies for Teaching and Learning Many of these are comprehensive pedagogies for teaching and learning. Other glossary terms are learning approaches that widen access to the learning environment. A few of these are old pedagogies that inhibit student learning and are generally avoided in current contexts. Glossary terms from other categories could also be useful, especially those in the Antiracism and Racism, Transitional Courses and Programs, and Teaching and Learning Process categories. The following books could be helpful: Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice (Gall, Gall, & Borg, 2014) and School-Centered Interventions: Evidence-Based Strategies for Social, Emotional, and Academic Success (Simon, 2015). accommodation1. Definitions: (a) “An adjustment to make a workstation, job, program, facility, or resource accessible to a person with a disability” (DO-IT Center, 2019, para. 4); and (b) Piaget’s term for the modification or reorganization of existing cognitive structures (schema) to deal with environmental demands” (Dembo, 1994, G-1).2. Compare with (DIS)ABILITY, NEURODIVERSITY. banking concept of learning1. Definition: “Term used by Paulo Freire to describe and critique the traditional education system. The name refers to the metaphor of students as containers into which educators must put knowledge for future use. Freire argued that this model reinforces students' lack of critical thinking and knowledge ownership that reinforces oppression. This concept contrasts with Freire's understanding of knowledge as the result of a human, creative process” (Banking model of education, 2014, April 14, para. 1; Freire, 1970).2. Compare with ACTIVE LEARNING and TRANSMISSION MODEL OF EDUCATION. critical literacy1. Definitions: (a) Reading to actively analyze texts and using strategies for what proponents describe as uncovering underlying messages (Lankshear & McLaren, 1993); and (b) “Active reading of texts in a manner that promotes a deeper understanding of socially constructed concepts such as power, inequality, and injustice” (International Literacy Association, n.d., Section C, para. 26).2. Compare with LITERACY and SOCIAL JUSTICE. critical pedagogy1. Definition: Approach to teaching and learning that encourages learners to reflect critically on issues of power and oppression in their society and on what might be done to change the current situation (Shor, 1992). cultural literacy1. Definitions: (a) Awareness of facts, themes, ideas, and other information comprising the heritage of a given nation, culture, or ethnic group; and (b) The cumulative database of cultural knowledge that a reader brings to a reading task and is influenced by when questioning, evaluating, and contextualizing the material. cultural sensitivity1. Definitions: (a) Demonstration of respect for the cultural background of all individuals; and (b) Adapting the learning environment to different learning preferences influenced by cultural background. culturally relevant pedagogy1. Definitions: (a) Pedagogy that emerged in the 1990s grounded in instructors’ demonstrated CULTURAL COMPETENCE. This is a skill at teaching in a cross-cultural or multicultural setting. Such pedagogy enables students to make meaning in their own cultural context. While the term has been used specifically for the instruction of African American students in the United States, the effectiveness of such instruction has been demonstrated for students of all racial and ethnic backgrounds (Adams et al., 2017; Ladson-Billings, 1995); and (b) Sometimes used interchangeably with CULTURALLY RESPONSIVE PEDAGOGY.2. Compare with CRITICAL PEDAGOGY, CRITICAL LITERACY, CULTURALLY RESPONSIVE PEDAGOGY, CULTURALLY SUSTAINING PEDAGOGY, INCLUSION, MULTICULTURAL EDUCATION, and SOCIAL JUSTICE. culturally responsive pedagogy1. Definitions: (a) A student-centered approach to teaching that emerged in the 1980s in which students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about their cultural place in the world (Gay, 2018; Hammond, 2015; Naraian, 2017; and Pirbabal-Illch et al., 2017). CULTURALLY RESPONSIVE PEDAGOGY has three functional dimensions: institutional, personal, and instructional; (b) Students grapple with real-world problems they consider worth solving. Issues of SOCIAL JUSTICE and equality are integrated into the curriculum. The cultures of diverse and underrepresented students are strengths brought into the classroom to provide context for applicability of the curriculum to the personal lives of the students; and (c) Four critical components to CULTURALLY RESPONSIVE PEDAGOGY are respected for the diversity of the students, engagement with the motivation of all students, creation of a safe, inclusive, and respectful learning environment, and employment of teaching practices that cross disciplines and ...
