Title of Submission
Culturally Relevant Pedagogy in the Collegiate Classroom
Submission Abstract
In this presenter's field of music education, programs experience disproportionately higher retention rates for students from upper socio-economic backgrounds, students who are white, and students whose parents have some years of college education (Elpus & Abril, 2011; Lundquist, 2002). If these statistics demonstrate that higher education, music education in particular, is not serving all students well, how can instructors work to address recruitment and retention practices that reverse this trend? Culturally Relevant Pedagogy has been shown to support academic achievement, cultural competence, and sociopolitical consciousness in K-12 students in multiple academic subject areas, and this presentation explores the application of CRP in higher education.
The presenter begins by defining Culturally Relevant Pedagogy (CRP) as a theory that includes 6 prongs: 3 pedagogical and 3 ideological (Ladson-Billings, 1994). Woven throughout this presentation will be examples of historically rooted pedagogies in music education and how they can work against CRP in today's classrooms. The presenter will also discuss 2 brief video clips that feature Geneva Gay, Jacqueline Jordan Irvine, Gloria Ladson-Billings, and Kris Gutierrez describing aspects of CRP, including cultural competence. The presenter will provide initial ideas for developing culturally relevant practices in higher education classrooms, including cultural synchronicity and sociopolitical consciousness.
This 50-minute presentation will allow time for discussion and application in multiple departments using examples as a springboard for discussion. Topics will include barriers to access in higher education, retention challenges, and classroom as well as program assessments with the potential to support a richly diverse student body.
Keywords
Culturally, Relevant, Pedagogy
Topic Area
Best-practice examples of instructional/assessment practice to develop diversity outcomes
Type of Session
50 minute
Recommended Citation
Gurgel, Ruth E. (2016). "Culturally Relevant Pedagogy in the Collegiate Classroom," Institute for Student Learning Assessment.
Culturally Relevant Pedagogy in the Collegiate Classroom
In this presenter's field of music education, programs experience disproportionately higher retention rates for students from upper socio-economic backgrounds, students who are white, and students whose parents have some years of college education (Elpus & Abril, 2011; Lundquist, 2002). If these statistics demonstrate that higher education, music education in particular, is not serving all students well, how can instructors work to address recruitment and retention practices that reverse this trend? Culturally Relevant Pedagogy has been shown to support academic achievement, cultural competence, and sociopolitical consciousness in K-12 students in multiple academic subject areas, and this presentation explores the application of CRP in higher education.
The presenter begins by defining Culturally Relevant Pedagogy (CRP) as a theory that includes 6 prongs: 3 pedagogical and 3 ideological (Ladson-Billings, 1994). Woven throughout this presentation will be examples of historically rooted pedagogies in music education and how they can work against CRP in today's classrooms. The presenter will also discuss 2 brief video clips that feature Geneva Gay, Jacqueline Jordan Irvine, Gloria Ladson-Billings, and Kris Gutierrez describing aspects of CRP, including cultural competence. The presenter will provide initial ideas for developing culturally relevant practices in higher education classrooms, including cultural synchronicity and sociopolitical consciousness.
This 50-minute presentation will allow time for discussion and application in multiple departments using examples as a springboard for discussion. Topics will include barriers to access in higher education, retention challenges, and classroom as well as program assessments with the potential to support a richly diverse student body.
