Curriculum as culturally responsive pedagogy

초록

This study proposes to bring into view the idea that culturally responsive pedagogy shapes a virtual curriculum for students. Within interpretive social studies, educational studies have developed an approach which treats the students’ experience of a curriculum as the work of a “culturally responsive pedagogy,” as Erickson (1991) originally termed it. This study is going to extend the idea of culturally responsive pedagogy so that, with it, one can reconsider the definition of a curriculum.