Culturally Responsive Teaching: Examining Chinese Faculties’ Understanding and Perspectives Through Experience of Teaching International Students

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Culturally Responsive Teaching and Teacher Education (Table 6)

Abstract

Gay (2018) defined culturally responsive teaching (CRT) as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for more effective teaching. CRT is a vital component of quality education in both national and international contexts (Gay, 2018). This research aims to study CRT in the context of Chinese higher education to examine its implementation in a localized context. Through the lens of activity theory, this research focuses on the perspectives and implementation of CRT by faculty members, aiming to understand their pedagogical practices. This research employs a mixed method research methodology, in a sequence of qualitative, quantitative, and then qualitative, to achieve a comprehensive understanding.

Author

• Xi Cao, The George Washington University