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Physical Review Physics Education Research
written by Clausell Mathis, Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, and Tra Huynh
Culturally relevant pedagogy (CRP) described in Ladson-Billings' framework has three conceptions: conceptions of self and others, conceptions of knowledge, and conceptions of social relations. Instructors can support students with positive learning experiences when they are cognizant of all three conceptions. In 13 interviews of physics instructors about CRP, we found many instructors shared only two productive conceptions: conceptions of self and others and conceptions of social relations. However, we found two instructors who effectively described all three conceptions. Their conceptions of knowledge focused on physics knowledge as constructed, reconstructed, and in some aspects containing subjectivity. They both articulated a critical approach to examining the historical and contextual factors that influence physics learning today. Our findings indicate that instructors' beliefs about the nature of science can be entangled with their own enactment of CRP and we show how a sophisticated epistemology can be one route to more culturally relevant instruction.
Physical Review Physics Education Research: Volume 19, Issue 1, Pages 010105
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.19.010105
NSF Number:
DRL-936601
Keywords:
CRE, Culturally Relevant Education, reformed education
Record Creator:
Metadata instance created February 28, 2023 by Lyle Barbato
Record Updated:
March 22, 2023 by Caroline Hall
Last Update
when Cataloged:
February 7, 2023
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AIP Format
C. Mathis, A. Daane, B. Rodriguez, J. Hernandez, and T. Huynh, , Phys. Rev. Phys. Educ. Res. 19 (1), 010105 (2023), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.19.010105).
AJP/PRST-PER
C. Mathis, A. Daane, B. Rodriguez, J. Hernandez, and T. Huynh, How instructors can view knowledge to implement culturally relevant pedagogy, Phys. Rev. Phys. Educ. Res. 19 (1), 010105 (2023), <https://doi.org/10.1103/PhysRevPhysEducRes.19.010105>.
APA Format
Mathis, C., Daane, A., Rodriguez, B., Hernandez, J., & Huynh, T. (2023, February 7). How instructors can view knowledge to implement culturally relevant pedagogy. Phys. Rev. Phys. Educ. Res., 19(1), 010105. Retrieved June 16, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.19.010105
Chicago Format
Mathis, C, A. Daane, B. Rodriguez, J. Hernandez, and T. Huynh. "How instructors can view knowledge to implement culturally relevant pedagogy." Phys. Rev. Phys. Educ. Res. 19, no. 1, (February 7, 2023): 010105, https://doi.org/10.1103/PhysRevPhysEducRes.19.010105 (accessed 16 June 2024).
MLA Format
Mathis, Clausell, Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, and Tra Huynh. "How instructors can view knowledge to implement culturally relevant pedagogy." Phys. Rev. Phys. Educ. Res. 19.1 (2023): 010105. 16 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.19.010105>.
BibTeX Export Format
@article{ Author = "Clausell Mathis and Abigail R. Daane and Brandon Rodriguez and Jessica Hernandez and Tra Huynh", Title = {How instructors can view knowledge to implement culturally relevant pedagogy}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {19}, Number = {1}, Pages = {010105}, Month = {February}, Year = {2023} }
Refer Export Format

%A Clausell Mathis %A Abigail R. Daane %A Brandon Rodriguez %A Jessica Hernandez %A Tra Huynh %T How instructors can view knowledge to implement culturally relevant pedagogy %J Phys. Rev. Phys. Educ. Res. %V 19 %N 1 %D February 7, 2023 %P 010105 %U https://doi.org/10.1103/PhysRevPhysEducRes.19.010105 %O application/pdf

EndNote Export Format

%0 Journal Article %A Mathis, Clausell %A Daane, Abigail R. %A Rodriguez, Brandon %A Hernandez, Jessica %A Huynh, Tra %D February 7, 2023 %T How instructors can view knowledge to implement culturally relevant pedagogy %J Phys. Rev. Phys. Educ. Res. %V 19 %N 1 %P 010105 %8 February 7, 2023 %U https://doi.org/10.1103/PhysRevPhysEducRes.19.010105


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