Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework

The shift towards Reflexive Practice and Culturally Relevant Pedagogy (CRP) in teaching practice is critical for the 21st century teachers. In this article, we argue that reflexive teaching and culturally relevant pedagogy frameworks qualify to be used for promoting student knowledge in the teaching...

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Main Authors:	Pitsoe, Victor J., Letseka, Matsephe M.
Format:	Article
Language:	English
Published:	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2015
Online Access:	http://journalarticle.ukm.my/9333/ http://journalarticle.ukm.my/9333/ http://journalarticle.ukm.my/9333/1/154-169_Pitsoe_Re-engineering_Teaching_Practice.pdf

id	ukm-9333
recordtype	eprints
spelling	ukm-93332016-12-14T06:49:36Z http://journalarticle.ukm.my/9333/ Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework Pitsoe, Victor J. Letseka, Matsephe M. The shift towards Reflexive Practice and Culturally Relevant Pedagogy (CRP) in teaching practice is critical for the 21st century teachers. In this article, we argue that reflexive teaching and culturally relevant pedagogy frameworks qualify to be used for promoting student knowledge in the teaching practice. For us, teaching practice, as a social tool, is not at all an independent process, disconnected and apart from the society it serves. It is our contention that there is dire need to reengineer teaching practice within the poststructuralist framework. Among others, teaching practice in Open Distance Learning (ODL) setting should be realigned to embrace ethnic groups’ cultural values, traditions, communication, learning styles, contributions, and relational patterns. We hold that politics of resistance, counter-hegemonic struggle and emancipation can be brought through reflexive practice and culturally relevant pedagogy. In this article, we use Bourdieu’s concept of reflexivity and Ladson-Billings’ framework of Culturally Relevant Pedagogy as a conceptual tool to unpack a shift towards pedagogies of reflection in teaching practice. Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9333/1/154-169_Pitsoe_Re-engineering_Teaching_Practice.pdf Pitsoe, Victor J. and Letseka, Matsephe M. (2015) Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 10 (1). pp. 154-169. ISSN 1823-884x http://www.ukm.my/e-bangi/index.php?option=com_jresearch&view=publicationslist&Itemid=45&lang=en
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The shift towards Reflexive Practice and Culturally Relevant Pedagogy (CRP) in teaching practice is critical for the 21st century teachers. In this article, we argue that reflexive teaching and culturally relevant pedagogy frameworks qualify to be used for promoting student knowledge in the teaching practice. For us, teaching practice, as a social tool, is not at all an independent process, disconnected and apart from the society it serves. It is our contention that there is dire need to reengineer teaching practice within the poststructuralist framework. Among others, teaching practice in Open Distance Learning (ODL) setting should be realigned to embrace ethnic groups’ cultural values, traditions, communication, learning styles, contributions, and relational patterns. We hold that politics of resistance, counter-hegemonic struggle and emancipation can be brought through reflexive practice and culturally relevant pedagogy. In this article, we use Bourdieu’s concept of reflexivity and Ladson-Billings’ framework of Culturally Relevant Pedagogy as a conceptual tool to unpack a shift towards pedagogies of reflection in teaching practice.
format	Article
author	Pitsoe, Victor J. Letseka, Matsephe M.
spellingShingle	Pitsoe, Victor J. Letseka, Matsephe M. Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
author_facet	Pitsoe, Victor J. Letseka, Matsephe M.
author_sort	Pitsoe, Victor J.
title	Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
title_short	Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
title_full	Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
title_fullStr	Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
title_full_unstemmed	Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
title_sort	re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework
publisher	Journal of Faculty of Social Sciences and Humanities. Universiti Kebangsaan Malaysia
publishDate	2015
url	http://journalarticle.ukm.my/9333/ http://journalarticle.ukm.my/9333/ http://journalarticle.ukm.my/9333/1/154-169_Pitsoe_Re-engineering_Teaching_Practice.pdf
first_indexed	2023-09-18T19:54:35Z
last_indexed	2023-09-18T19:54:35Z
_version_	1777406444199477248

Re-engineering teaching practice through reflexive practice and culturally relevant pedagogy framework

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