University of Illinois Urbana-Champaign

Teachers’ perceptions and beliefs of incorporating culturally relevant pedagogies for students of color in an elementary school

Pope, Jason

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https://hdl.handle.net/2142/127307

Description

Title
Teachers’ perceptions and beliefs of incorporating culturally relevant pedagogies for students of color in an elementary school
Author(s)
Pope, Jason
Issue Date
2024-08-12
Director of Research (if dissertation) or Advisor (if thesis)
Pak, Yoon
Doctoral Committee Chair(s)
Pak, Yoon
Committee Member(s)
  • Roegman, Rachel
  • Hale, Jon
  • Rice, Patrick
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
  • education
  • culturally responsive pedagogy
  • culturally sustaining pedagogy
  • diversity
  • elementary education
  • equity
  • elementary
Abstract
Research and educational applications regarding culturally relevant pedagogy have shown that educators, especially white educators, need to be intentional about their instructional practices when teaching their diverse student bodies. Self-awareness, self-reflection, and recognition of human diversity (Ladson-Billings, 1995; Gay, 2002; Young 2010) can be seen specifically as elements within culturally relevant pedagogy that educators can use to address the needs of students of color. The work of the researchers in the literature review in developing theories around culturally relevant practices is crucial in helping these elements to become engrained in the intentional instructional practices of the educators and the study found that many of the elements for teachers is not sustained in their descriptions of their instructional practices. Teachers in the study were interviewed to ascertain if their instructional practices sustained culturally relevant work from one point in the school year to another. In interviewing teachers, their practices as well as their understanding of their practices, adjusts depending on their situations and what they allow themselves to fall back upon when challenges arise. For some that experience stressful, traumatic instances, self-preservation can be seen as the result rather than the needs of the students. With some intentional supports and professional development, culturally relevant pedagogy can be found in their descriptions of practice and the examples that they provide.
Graduation Semester
2024-12
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/127307
Copyright and License Information
Copyright 2024 Jason Pope

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