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The Educational Forum Volume 85, 2021 - Issue 4: Culturally Relevant/Sustaining Pedagogies
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Articles

But Be Ye Doers of the Word: Moving beyond Performative Professional Development on Culturally Relevant Pedagogy

Adrienne D. DixsonDepartment of Education Policy, Organization, and Leadership, University of Illinois at Urbana-Champaign, Champaign, Illinois, USACorrespondence[email protected]
Pages 355-363 | Published online: 15 Sep 2021

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Anne Murray-Orr & Jennifer Mitton. (2023) Learning routines that reflect teachers’ asset-based pedagogies: Creating breathing spaces for students. Cogent Education 10:1.
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Artëm Ingmar Benediktsson. (2023) Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices. Education Inquiry 0:0, pages 1-19.
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Román Liera. (2023) Expanding Faculty Members’ Zone of Proximal Development to Enact Collective Agency for Racial Equity in Faculty Hiring. The Journal of Higher Education 94:6, pages 766-791.
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Korinthia D. Nicolai, Alison C. Koenka & Destini Braxton. (2023) A literature review of Black and Latiné youth’s experience of inequitable feedback: How can middle school educators provide motivationally-supportive feedback?. Middle School Journal 54:4, pages 14-24.
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Articles from other publishers (4)

Meredith P. Franco, Jessika H. Bottiani & Catherine P. Bradshaw. (2023) Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures. Review of Educational Research.
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Artëm Ingmar Benediktsson. (2023) Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research 120, pages 102201.
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Dorian L. Harrison & Cory T. Brown. (2022) Discovering the Roadblocks: Culturally Relevant Dispositions among Preservice Teachers. Urban Education, pages 004208592211403.
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Guofang Li & Youngeun Jee. (2022) Pan-Diversity Integration as an Equity Trap: Lessons From Preservice Teachers’ Preparation for Teaching English Language Learners in a Predominantly White Institution in the United States. Teachers College Record: The Voice of Scholarship in Education 123:12, pages 125-154.
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