Commentary to Part II: Constructing Culturally Responsive Education

  • Rebeca Mejía-ArauzEmail author
Part of the Cultural Psychology of Education book series (CPED, volume 10)


This commentary discusses the contributions of Miller, Dawson-Sinclair, Eivers and Thorpe; Colliver and Lee-Hammond; Verissimo, Martim, and Guimarães; and Ferreira Santos which point to the urgent need of developing a culturally responsive education in communities with a history of colonization. These communities have been treated under a deficit model such as it has been the case of many indigenous communities in the world, or other vulnerable groups. The authors of the four chapters argue for a transformation of the institution of schooling toward an educational model that promotes children’s development in accord with the cultural practices, knowledge, and traditions of their communities. The chapters provide important accounts of communities in which often education in schools focus on content that is culturally strange to children and that organizes learning through forms of interaction that are unfamiliar to them. The commentary discusses how throughout the world, education has remained static and focused on the teaching and learning the content matter, rather than focusing on the developmental needs of the children.


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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Psychology, Education and HealthITESO UniversityGuadalajaraMexico

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