Description
PART I Global new ways of thinking about culturally responsive pedagogies 1. The need for new culturally responsive pedagogies in education in a post-pandemic world 2. Teachers Cultivating Aboriginal child as knowledge producer: Advancing Australian Culturally Responsive Pedagogies 3. Eco-justice and transdisciplinary approaches to education in the era of the Anthropocene: Advances towards teaching and learning in a diverse world 4. The decolonisation of humanising pedagogies in higher education: Implications for culturally responsive pedagogies 5. Culturally responsive pedagogy and the Muslim learner: Meaningful sources for optimal learning 6. Archipelagic pedagogies: From the logic of the centre to the plurality of the world PART II Enacting diverse student talents through culturally responsive pedagogies 7. Towards a decolonising Australian culturally responsive pedagogy? 8. Relevant and responsive teaching and learning: Linguistically sustaining pedagogies for increasingly diverse classrooms. 9.Teaching to the north-east: Relationship-based learning in practice 10. A case study on connecting to student lifeworlds and why teacher subjectivities matter: New perspectives 11. Embodying culture and community through creative and body-based learning: New approaches to praxis and transformation PART III Future imagining for a new era of culturally responsive pedagogies 12. Culturally responsive movements for climate justice: Learning from and with student activism 13. Kulini: Ethical listening and the curse of the externally imagined: An argument for culturally responsive pedagogies in Anangu schools 14. Developing online resources for adult refugees in an increasingly unfriendly Europe: The case for inclusion, self-determination and cultural responsiveness 15. Pacific digital learners and culturally responsive digital education: A critical systems synthesis of Pacific practice 16. Re-territorialising pedagogy: Listening, observing and speaking in culturally responsive ways 17. Advancing culturally responsive pedagogy in an Australian context
