Culturally relevant and sustaining pedagogy and teaching through literature in Midwest elementary classrooms

Colbert, Lori R.

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https://hdl.handle.net/2142/122011 Copy

Description

Title

Culturally relevant and sustaining pedagogy and teaching through literature in Midwest elementary classrooms

Author(s)

Colbert, Lori R.

Issue Date

2023-11-28

Director of Research (if dissertation) or Advisor (if thesis)

Pak, Yoon

Doctoral Committee Chair(s)

Pak, Yoon

Committee Member(s)

• Hale, Jon N
• Adeyemo, Adeoye
• Lee, Sharon

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Culturally Relevant Pedagogy and Teaching
• Diversity, Cultural Awareness
• Multicultural Education

Abstract

Diversity increasingly characterizes the population of the United States. As the number of African American and Latinx populations increases, there will be drastic implications for culturally relevant teaching in classrooms where students of color dominate. Through teacher interviews and classroom observations, this qualitative study sought to answer the following questions: How do teachers in a Midwest school district understand and implement culturally relevant pedagogy and teaching in their elementary classrooms? How does the classroom environment promote teachers’ abilities to implement culturally relevant pedagogy and teaching during instruction? How do teachers incorporate literature to implement culturally relevant and sustaining pedagogy and teaching in their elementary classrooms? How do teachers navigate contextual constraints to implement their beliefs about culturally relevant pedagogy and teaching? Once data was collected, it was coded for themes related to underrepresentation, cultural awareness, inclusivity, and professional development. Ultimately, this study found that while culturally relevant teaching has many benefits, there continue to be gaps in teachers’ pedagogy. Recommendations include equipping teachers with ongoing professional development, collaboration, and resources that support culturally relevant teaching. The results may promote positive social change by helping teachers address achievement issues contributing to the body of scholarly research related to the use of culturally relevant pedagogy and teaching strategies.

Graduation Semester

2023-12

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Lori R. Colbert

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