PRACTITIONER EXPERIENCES IN ENACTING CULTURALLY SUSTAINING PEDAGOGIES IN ELEMENTARY LITERACY CLASSROOMS

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Date

2022-07

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[Bloomington, Ind.] : Indiana University

Abstract

Inequitable practices and structures have created disparities in educational and societal outcomes. Asset based approaches to curriculum and pedagogy have helped to create more equitable classrooms (see for example, Ladson-Billings, 1995). The purpose of this dissertation is to understand how to support teachers in implementing Culturally Sustaining Pedagogies (CSP) to support students in achieving pluralistic outcomes, beyond just the dominant culture and language, to also sustain and develop students in their own cultures, languages and histories. Using a practitioner inquiry approach to qualitative research, the researcher, with the support of classroom teachers, implemented lessons and instructional practices that explored and sustained students’ cultures, histories, and experiences. Research was conducted in the 2020-2021 school year in two urban elementary classrooms. Nestled between a timeframe transitioning between a civil rights movement and a Critical Race Theory (CRT) opposition movement, which pushed to label CSP under the same umbrella as CRT, this research offers insights to the supports and barriers for CSP present from a national, state, local, to school and classroom level. The findings suggest that teachers are best able to sustain students’ cultures when supports are provided, including but not limited to; lessons, activities or discussions that build rapport with students, when parents had positive relationships with the teacher and beliefs toward culturally inclusive pedagogies, and when teachers had further training and support from the school, administration, district or community. School and administration support was more attainable when student outcomes showed improvement or engagement. Likewise, CSP inclusion was severely affected by community beliefs and the political climate. Other barriers apart from the anti-CRT movement included the lack of district or grade level curriculum, including other subject curriculums that teachers felt were not inclusive enough of differing cultures. There was also a perceived need for teacher training to support diverse learners and sustain cultures. Finally, teachers reported the challenge of navigating their part in perpetuating the dominant culture, and their struggle to support students’ diverse cultures without centering their own whiteness in the conversations and lessons.

Description

Thesis (Ph.D.) - Indiana University, Department of Curriculum and Instruction, 2022

Keywords

culturally sustaining pedagogy, literacy education, elementary education

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Doctoral Dissertation