La educación culturalmente receptiva: análisis educativo del tercer espacio
Resumen Ante sociedades cada vez más polarizadas, la evidencia muestra cómo los discursos de odio hacia lo diferente proliferan alarmantemente provocando mayores disparidades sociales. Esto influye frecuentemente en la inclusión social de jóvenes con influencias culturales diversas presentando la asimilación como primera opción sin adoptar una perspectiva crítica. El sistema educativo debe actuar en este sentido abordando la diversidad cultural en las aulas desde enfoques que permitan la formación del alumnado y posibiliten un aprendizaje significativo. La educación culturalmente receptiva (ECR) contribuye a una adecuada gestión de esa diversidad contando con variantes respecto a su conceptualización y desarrollo que merecen ser analizadas desde diferentes esferas educativas y sociales. En este artículo se utiliza un método de revisión crítica y análisis del discurso para observar la evolución de la ECR desde la figura del profesorado y alumnado. Pocos estudios han explorado el análisis del discurso de la ECR desde metodologías de fondos de conocimiento (FdC) con pedagogías dentro del aula en el papel del profesorado y fondos de identidad (FdI) del estudiantado. Por ello, este estudio tiene como objetivo analizar la dimensión pedagógica del profesorado dentro del aula desde FdC y desde la figura de los y las estudiantes y su aprendizaje se contemplan FdI. Desde este análisis se sugiere una reinterpretación educativa del tercer espacio que permite una contribución para el trabajo de la ECR en el aula. Por último, se señalan algunos desafíos de la ECR respecto a su terminología, implantación y futuras líneas de trabajo.
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Gutiérrez, K. D., Becker, B. L., Espinoza, M. L., Cortes, K. L., Cortez, A., Lizárraga, J. R., Rivero, E., Villegas, K., & Yin, P. (2019). Youth as historical actors in the pro-duction of possible futures. Mind, Culture, and Activity, 26(4), 291–308. https://doi.org/10.1080/10749039.2019.1652327
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Hogg, L., & Volman, M. (2020). A synthesis of funds of identity research: Purposes, tools, pedagogical approaches, and outcomes. Review of Educational Research, 90(6), 862-895. https://doi.org/10.3102/0034654320964205
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Hollie, S (2019). Branding culturally relevant teaching. Teacher Education Quarterly, 46(4), 31-52. https://www.jstor.org/stable/26841575
Jacobs, J., Davis, J., & Hooser, A. (2020). Teacher candidates navigate third space to develop as culturally responsive teachers in a community-based clinical experience. Teacher Education Quarterly, 47(1), 71-96. https://www.jstor.org/stable/26876432
Kerkhoff, S. N., & Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101629. https://doi.org/10.1016/j.ijer.2020.101629
Kieran, L., & Anderson, C. (2019). Connecting Universal Design for Learning with Culturally Responsive Teaching. Education and Urban Society, 51(9), 1202–1216. https://doi.org/10.1177/0013124518785012
Ladson-Billings, G. (1992). Liberatory consequences of literacy: A case of culturally relevant instruction for African American students. The Journal of Negro Education, 61(3), 378-391.https://doi.org/10.2307/2295255
Ladson-Billings, G (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3) 465-491. https://doi.org/10.3102/00028312032003465
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A. K. A. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Ladson-Billings, G., & Dixson, A. (2021). Put some respect on the theory: Confronting distortions of culturally relevant pedagogy. In C. Compton-Lilly, T. Lewis Ellison, K. Perry y P. Smagorinsky (Eds.), Whitewashed Critical Perspectives. (pp. 122-137). Taylor and Francis Inc. https://doi.org/10.4324/9781003087632-7
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Maalouf, A. (2010). Identidades asesinas. Alianza Editorial.
Matusov, E., Smith, M., Soslau, E., Marjanovic-Shane, A., & Von Duyke, K. (2016). Dialogic education for and from authorial agency. Dialogic Pedagogy: An International Online Journal, 4, 162-197. https://doi.org/10.5195/dpj.2016.172
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R. & Collazo, T. (2011). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70. https://doi.org/10.1598/RRQ.39.1.4
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Neri, R. C., Lozano, M., & Gomez, L. M. (2019). (Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem. Review of Research in Education, 43(1), 197–226. https://doi.org/10.3102/0091732X18821120
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