A Move Toward Culturally Responsive Pedagogy: A Canadian Perspective

• In Event: Culturally Based Practices That Influence Educational Leadership

Abstract

In Saskatchewan, the Ministry of Education encourages the incorporation of sociocultural and linguistic diversity within schools. Yet, as typical within neoliberalist societies, standardized assessments are still promoted as a tool for evaluating student progress and validity of in-school assessments. Standardized testing is designed using a monolingual Eurocentric perspective which ultimately discounts many cognitive processes used by non-Canadian, EAL students. This study aimed at describing the ways in which educational leaders worked towards incorporating culturally responsive pedagogy in their practice as to increase representativeness within their schools. Six principals in rural Saskatchewan were interviewed. Results revealed three common themes: use of standardized data to assess student progress and in-school testing, integration of cultural competence practices, and initiation of individualized intervention strategies.

Authors

• Stephanie Chitpin, University of Ottawa

• Doug Archibald, University of Ottawa

• Olfa Karoui, University of Ottawa