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Nurturing Cultural Humility and Responsiveness through Restorative Pedagogy in Graduate Education

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Title: Nurturing Cultural Humility and Responsiveness through Restorative Pedagogy in Graduate Education
Language: English
Authors: Abdou, Annmary S., De Pedro, Kris, De Anda, Arantxa, Merced, Ivette, Mao, Karen
Source: International Journal of Teaching and Learning in Higher Education. 2022 33(2):273-284.
Availability: International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Culturally Relevant Education, Cultural Awareness, Equal Education, Teaching Methods, Educational Practices, Graduate Study, Social Justice, Classroom Environment, Learning Activities, Graduate Students, Student Attitudes
ISSN: 1812-9129
Abstract: In an increasingly diverse world that is characterized by significant social and educational inequities, the development of educators and leaders who embody cultural humility and culturally responsive practices is necessary and transformational. Moving beyond individual and deficit-centered models of student support systems towards ecological and relational paradigms of education are critical to the goals of equity and justice. In order to make progress on these goals, training programs must prioritize and embed the values of cultural humility and culturally responsive practice as foundational constructs for future educators. This multi-authored reflective paper describes the use of Restorative Pedagogy, an approach grounded in Restorative Justice and Practices, as a vehicle to facilitate the development of these important qualities. Key concepts and activities used within a graduate level course designed for students studying to be school counselors, school psychologists, and school leaders are described throughout. Limitations and implications for this pedagogical approach are also included.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1346112
Database: ERIC
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  Data: Nurturing Cultural Humility and Responsiveness through Restorative Pedagogy in Graduate Education
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Teaching+and+Learning+in+Higher+Education%22"><i>International Journal of Teaching and Learning in Higher Education</i></searchLink>. 2022 33(2):273-284.
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  Data: 1812-9129
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  Data: In an increasingly diverse world that is characterized by significant social and educational inequities, the development of educators and leaders who embody cultural humility and culturally responsive practices is necessary and transformational. Moving beyond individual and deficit-centered models of student support systems towards ecological and relational paradigms of education are critical to the goals of equity and justice. In order to make progress on these goals, training programs must prioritize and embed the values of cultural humility and culturally responsive practice as foundational constructs for future educators. This multi-authored reflective paper describes the use of Restorative Pedagogy, an approach grounded in Restorative Justice and Practices, as a vehicle to facilitate the development of these important qualities. Key concepts and activities used within a graduate level course designed for students studying to be school counselors, school psychologists, and school leaders are described throughout. Limitations and implications for this pedagogical approach are also included.
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      – SubjectFull: Educational Practices
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      – SubjectFull: Learning Activities
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      – SubjectFull: Graduate Students
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      – SubjectFull: Student Attitudes
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