Culturally Appropriate Education: Insights From Educational Neuroscience
Article first published online: 14 NOV 2013
© 2013 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
Mind, Brain, and Education
Volume 7, Issue 4, pages 225–231, December 2013
How to Cite
Zhou, J. and Fischer, K. W. (2013), Culturally Appropriate Education: Insights From Educational Neuroscience. Mind, Brain, and Education, 7: 225–231. doi: 10.1111/mbe.12030
- Issue published online: 14 NOV 2013
- Article first published online: 14 NOV 2013
- Humanistic and Social Science project
- State Education Ministry. Grant Number: 10YJAZH139
- Shanghai Pujiang Program. Grant Number: 11PJC047
- Innovation Program of Shanghai Municipal Education Commission. Grant Number: 11zs46
- Large Instruments Open Foundation of East China Normal University
Culturally appropriate education focuses on educational competence needed in a global world and respect for different world views of learners and teachers from different cultural contexts. The relationship between gene, brain, and culture is complex and dynamical. Cultural experience and learning sculpts the anatomy and function of the human brain and shapes human behavior. This neuroplasticity is the basis of educability in human beings. Education reform should reflect cultural diversity and embed teaching practices into the cultural history of a nation and should promote positive inclusion of minority and indigenous history so as to maximize successful adoption by teachers and parents. This tenet is at the core of the concept of “culturally appropriate education.” Successful educational reform and pedagogy require that teachers become culturally and neuroscientifically literate.