By Deborah McCallum
Identity and Culturally Responsive Pedagogy
Abstract
McCallum reflects upon how educators must use culturally responsive pedagogy to increase success of students from all cultures in mathematics achievement. Engaging in collaborative inquiry is a way for educators to “situate our own privileges, oppressions, and assumptions about student mathematical learning”, and further explore and discover that learning is not “culturally neutral”. Educators can find this challenging as the author discusses, however this inquiry is critically important in implementing curriculum strategies through a social justice lens.
Deborah McCallum is an author and educator from Ontario. She share her thinking on her blog, Big Ideas in Education.