Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: (Record no. 13771)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02241nab a2200217 4500 |
| 005 - DATE & TIME | |
| control field | 20230717143001.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230717b |||||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Rigney, Lester |
| 245 ## - TITLE STATEMENT | |
| Title | Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: |
| Sub Title | Urban Aboriginal Schooling/ |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Sage, |
| Date of publication, distribution, etc | 2020 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Pages | Vol.52, issue 8, 2020: ( 1159–1180 p.) |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically diverse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.<br/> |
| 700 ## - Added Entry Personal Name | |
| Added Entry Personal Name | Garrett, Robyne |
| 700 ## - Added Entry Personal Name | |
| Added Entry Personal Name | Curry, Megan |
| 700 ## - Added Entry Personal Name | |
| Added Entry Personal Name | MacGill, Belinda |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 10744 |
| Host Itemnumber | 16756 |
| Place, publisher, and date of publication | Sage Publisher, |
| Title | Education and urban society |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1177/0013124519896861 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | E-Journal |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| -- | 55819 |
| 700 ## - Added Entry Personal Name | |
| -- | 55820 |
| 700 ## - Added Entry Personal Name | |
| -- | 55821 |
| 700 ## - Added Entry Personal Name | |
| -- | 55822 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| -- | ddc |
No items available.