School of Physical Education and Exercise Science, University of South Florida, Tampa 33620, USA.
Res Q Exerc Sport. 2011 Mar;82(1):49-60. doi: 10.1080/02701367.2011.10599721.
Using a three-part theoretical framework, the cultural relevance cycle-which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the rflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however very few teachers enacted all three steps of the cycle.
我们采用三部分理论框架，即文化相关性循环——由（a）了解社区动态、（b）了解社区动态如何影响教育过程以及（c）实施反映社区文化知识的策略组成——来考察教师和学生对城市环境中具有文化相关性的体育教育的看法。我们在四年的时间里观察和采访了 53 名体育教师和 183 名学生。我们确定了关怀、尊重、语言和沟通以及课程内容等主题，这些主题解释了这些教师如何实施文化相关性循环。在这些主题中，教师和学生具体说明了关怀的全球和学科特定组成部分、学生之间以及学生和教师之间社会等级的扁平化、英语作为第二语言和城市沟通的适应以及相关课程内容对于实现文化相关性的必要性。实施文化相关性循环会导致尊重学习环境，使学生高度参与；然而，很少有教师实施该循环的所有三个步骤。
