Home culture as multifaceted cultural identity expressed in teaching through inclusion of home culture in the school's culture¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper's concluding framework defines home culture as "cultural identity which consists of several identities including gender, race, sexual preference, ethnic backgrounds." Teachers express and maintain their own identity in teaching by including their home culture within the school's culture, and to create classrooms where students feel free to express their identities, students' home cultures must likewise be included. The framework treats language as the largest representation of the student's home culture and reframes linguistic difference as difference rather than deficiency.

Design Implications¶

Context¶

Requirements¶

• Classroom environments in which both teachers and students can include and express their home cultures rather than conform to a single school culture

Constraints¶

• The authors state they do not speak for all teachers; the framework is grounded in the life histories of six culturally diverse teachers

Target Learners¶

• culturally diverse teachers and teacher-education students
• elementary and secondary students from non-white or non-middle-class home cultures

Target Learning Objectives¶

• maintaining and expressing cultural identity in teaching and learning
• combating inequities in access to knowledge and power

Claims¶

• Incorporating Home Culture Improves Academic Performance [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Hulsebosch, Pat; Koerner, Mari. (1993). What Does Cultural Identity Have To Do with the Preparation of Teachers? Case Studies of "Culturally-Aware" Teachers. https://eric.ed.gov/?id=ED403553