Is There a Globally Responsive Pedagogy? International Teachers and U.S. Urban Students

• In Event: Roundtable Session 96
  In Roundtable Session: Multicultural/Multiethnic Education: Cultural Perspectives

Abstract

Research has continuously shown that culturally responsive pedagogy (CRP) is the most effective way to educate youth, especially students of color and those in urban schools. International teachers are increasingly recruited for U.S. urban schools under the assumption that they will work well with culturally diverse students—and be inherently culturally responsive—simply because they are from another culture. This paper shares findings from a qualitative research project on the CRP of international teachers in urban schools and asks how, if at all, these teachers utilize CRP in their classrooms. Using the findings of interviews and observations, the author poses the possibility—but current improbability—of a theory of globally responsive pedagogy.

Author

• Alyssa Hadley Dunn, Georgia State University