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Toward a Conception of Culturally Responsive Classroom Management

Toward a Conception of Culturally Responsive Classroom Management Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom management (CRCM). We propose a conception of CRCM that includes five essential components: (a) recognition of one’s own ethnocentrism; (b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic, and political context; (d) ability and willingness to use culturally appropriate management strategies; and (e) commitment to building caring classrooms. In the final section of the article, we suggest questions and issues for future research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education SAGE

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References (60)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0022-4871
eISSN
1552-7816
DOI
10.1177/0022487103259812
Publisher site
See Article on Publisher Site

Abstract

Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom management (CRCM). We propose a conception of CRCM that includes five essential components: (a) recognition of one’s own ethnocentrism; (b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic, and political context; (d) ability and willingness to use culturally appropriate management strategies; and (e) commitment to building caring classrooms. In the final section of the article, we suggest questions and issues for future research.

Journal

Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher EducationSAGE

Published: Jan 1, 2004

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