Race, ethnicity, and culturally relevant pedagogy

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Constance McKoy, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Over the last 20 years, researchers have clearly indicated preservice teachers' own racial and cultural backgrounds and experiences influence their development (Bradfield-Kreider, 2001; Gay & Howard, 2000; Kelly, 2003; Villegas & Lucas, 2002). Teacher candidates' beliefs and attitudes about students from different racial and ethnic groups may affect their ability to provide meaningful instruction, a concern that has increased at a pace nearly commensurate with the increase in cultural diversity among P-12 student populations (Kumar & Hamer, 2012; Vasquez-Montilla, Just, & Triscari, 2014).

Additional Information

C. Conway, K. Pelligrino, A. M. Stanley, and C. West (Eds.), Oxford handbook of preservice music teacher education in the United States (pp. 603–623). New York: Oxford.
Language: English
Date: 2019
music teacher education, cultural diversity, pedagogy, race, ethnicity

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