Culturally Responsive Curriculum and Pedagogy for Rural Migrant Students: A Perspective of Multicultural Education

doi:10.16382/j.cnki.1000-5560.2018.05.010

Abstract

Abstract: Rapid urbanization in China has led to the "greatest migration in human history". And it's imperative for the governments, educational institutions, and educators to consider how to support the integration of rural migrants by adjusting and revising both curriculum and teaching to respond to the sociocultural background of rural migrant students and achieve equal education opportunities and quality. This study tries to shed new light on the cultural appropriateness of current curriculum by examining the following questions. What is the cultural difference between rurality and urbanity? What kinds of cultural factors influence the urbanization of human and society? What kinds of cultural differences do rural migrant students experience? How should we respond to cultural background and differences in curriculum and pedagogy? Based on literature review and teaching examples, this study examines the rural-urban cultural differences, and introduces the theories and strategies of culturally responsive curriculum and pedagogy.

Key words: rural migrant students, rural-urban differences, cultural appropriateness, culturally responsive pedagogy

WANG Tao. Culturally Responsive Curriculum and Pedagogy for Rural Migrant Students: A Perspective of Multicultural Education[J]. Journal of East China Normal University(Educationa, 2018, 36(5): 104-113+169.

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