Moving Toward Culturally Restorative Teaching Approaches

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This book examines the interaction between teacher sense of efficacy in the use of culturally responsive teaching practices. Research confirms that a significant relationship exists between the cultural orientations of teacher efficacy and how culturally responsive teaching practices are accessed. As teaching efficacy assumes the pursuit of individual merit to be universal, it simultaneously mediates the communalistic epistemology of fractal interconnectedness, already, embedded within culturally responsive teaching practices.