JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Professional Development School Experiences and Culturally Sustaining Teaching
Author(s): Joe Peters, Becky McMullen, P. Darlene Peters
Citation: Joe Peters, Becky McMullen, P. Darlene Peters, (2018) "Professional Development School Experiences and Culturally Sustaining Teaching ," Journal of Higher Education Theory and Practice, Vol.18, Iss. 1, pp. 32-48
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Culturally sustaining pedagogy (Hill, 2012; Ladson-Billings, 2014; Paris, 2012; Paris & Alim, 2014),
culturally responsive teaching (Gay, 2002), or culturally relevant pedagogy (Brown-Jeffy & Cooper,
2011; Ladson-Billings, 1995a), is the use of students’ cultural knowledge, experiences, learning
preferences, and common cultural examples while developing curriculum, teaching, and managing
behavior. Knowing learners and having cultural awareness are critical components of teaching
(Shulman, 1986, 1987). Faculty must address issues of cultural knowledge and assist candidates in
developing the skills and attitudes for culturally diverse students. Researchers use Siwatu’s culturally
responsive scales (2007) to determine areas of focus when forming future teachers’ experiences.
