{"title":"(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem","authors":"R. Neri, Maritza Lozano, L. Gomez","doi":"10.3102/0091732X18821120","DOIUrl":null,"url":null,"abstract":"Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18821120","citationCount":"44","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Research in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0091732X18821120","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 44
Abstract
Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.
期刊介绍:
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.