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Multicultural Learning and Teaching

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Understanding the Process of Contextualization

Tasha Wyatt
  • Corresponding author
  • Department of Educational Psychology, University of Hawaii-Manoa, 1776 University Ave Wist Hall, 214A, Honolulu, HI 96822, USA
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Published Online: 2014-02-06 | DOI: https://doi.org/10.1515/mlt-2013-0026

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Abstract

The literature on culture and education points to the importance of using students’ cultural knowledge in the teaching and learning process. While the theory of culturally relevant education has expanded in the last several decades, the practical implementation continues to lag far behind. This disparity points to the lack of tools and other resources available to assist teachers with implementation. By examining the practice of six teachers who scored high on a rubric measuring Contextualization, this pedagogical strategy was articulated into a three-step process. The findings indicate that the role of the teacher in guiding students through tasks that require cognitive processing has been missing from our understanding of this strategy. This study advances the practice of using culture in teaching by operationalizing how to use students’ cultural experiences to make academic connections.

Keywords: contextualization; culturally responsive teaching; funds of knowledge

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About the article

Published Online: 2014-02-06

Published in Print: 2015-03-01

Citation Information: Multicultural Learning and Teaching, Volume 10, Issue 1, Pages 111–132, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2013-0026.

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