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Educ. Sci. 2016, 6(4), 35; doi:10.3390/educsci6040035

Culturally Responsive Teaching: Implications for Educational Justice

Queens College, The City University of New York, 65-30 Kissena Blvd., Queens, NY 11367, USA
Academic Editor: Judith Könemann
Received: 14 June 2016 / Revised: 13 October 2016 / Accepted: 25 October 2016 / Published: 2 November 2016
(This article belongs to the Special Issue Educational Justice)
View Full-Text   |   Download PDF [173 KB, uploaded 2 November 2016]

Abstract

Educational justice is a major global challenge. In most underdeveloped countries, many students do not have access to education and in most advanced democracies, school attainment and success are still, to a large extent, dependent on a student’s social background. However, it has often been argued that social justice is an essential part of teachers’ work in a democracy. This article raises an important overriding question: how can we realize the goal of educational justice in the field of teaching? In this essay, I examine culturally responsive teaching as an educational practice and conclude that it is possible to realize educational justice in the field of teaching because in its true implementation, culturally responsive teaching conceptualizes the connection between education and social justice and creates the space needed for discussing social change in society. View Full-Text
Keywords: social justice; culture; education social justice; culture; education
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Bassey, M.O. Culturally Responsive Teaching: Implications for Educational Justice. Educ. Sci. 2016, 6, 35.

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