Culturally Responsive Education: Reflections from the Global South and North examines culturally responsive education’s contribution to sustainable development and explores ways in which educational practitioners respond to cultures in and around educational contexts.
This book argues that cultural responsiveness in education is invaluable for sustainability in and throughout education, and explores methods with which to deepen the understanding of the values and intercultural dialogue constantly present in education. Using a number of international and multidisciplinary studies, the authors offer a novel perspective on to the consideration of diversity throughout education and provide a valuable contribution to the ongoing global and national debate surrounding the UN Sustainable Development Goal initiative.
With a focus on collaboration, this edited volume is vital reading for scholars, teachers and students of education, sociology, and development studies as well as education professionals. The book will also be of interest to education policy -makers and international and non-governmental organizations.
Table of Contents
Series Introduction (Joost Dessein and Katriina Soini)
Introduction: What is Culturally Responsive Education? (Hille Janhonen-Abruquah, Elina Lehtomäki and George Kahangwa)
Part A: School Contexts
Implementing the Language of Instruction Policy in a Complex Linguistic Context in Ghana
(Joseph Ghartey Ampiah, Christopher Yaw Kwaah and Christine Adu-Yeboah)
Incorporating Cultural and Linguistic Diversity in ICT in Education in Kenyan Primary Schools (Suzanne Adhiambo Puhakka)
Reflections on North-South Collaboration in Music Education (Sanna Salminen, Pekka Toivanen, Jaana Virkkala, Sampo Hankama and Jaana Vahermaa)
Part B: Teacher Education Contexts
Towards Contextual Understanding of Gender: Teacher students’ views on home economics education and gender in Ghana and Finland (Hille Janhonen-Abruquah, Hanna Posti-Ahokas, Hannah Edjah and Mona Amu)
Teacher Professional Development through Open Distance Learning: Introducing a new learning culture (Agnes Mohlakhwana and Ruth Aluko)
Dialogues on Culture(s) of Inclusion between African and Finnish Educators (William Nketsia, Said Juma, Abebe Yehualawork Malle, Raija Pirttimaa and Elina Lehtomäki)
Part C: Education in Societal Contexts
Educational Leaders’ Views on Economically-disadvantaged Families’ Beliefs regarding the Relevance of Primary and Secondary Schooling in Tanzania (Aneth Komba)
Motives and Motivations for Mature Women’s Participation in Higher Education in Ghana
Developing Knowledge-Based Economy through Education in the Global South: Whose Model and Culture Matters? (George Kahangwa)
Part D: Culturally Responsive Researcher
Narrative Writing: Creating possibilities for accountability and understanding across cultures (Mona Saleh Alsudis and Venitha Pillay)
Culturally Responsive Qualitative Research: Issues and ethics (Gunilla Holm and Elina Lehtomäki)
Päivi Palojoki, University of Helsinki
Elina Lehtomäki is Senior Researcher in the Faculty of Education, University of Jyväskylä, and Adjunct Professor (Docent) in Education Sciences at the University of Helsinki, Finland.
Hille Janhonen-Abruquah is a Lecturer inat the Department of Teacher Education at the University of Helsinki, Finland.
George Leonard Kahangwa is a Lecturer in Educational Management and Policy Studies at the University of Dar es Salaam, Tanzania.