Introducing Personalized Pedagogy: The Evolution of Culturally Responsive Teaching and an In-Depth Look at the Operationalizing of Culturally Responsive Pedagogy

• In Event: Culturally Responsive Schooling in Urban Education

Abstract

This paper examines the confusion and unintended consequences that have arisen from the label “culturally responsive pedagogy.” As the paper details, though even the most adept teachers seek to apply culturally responsive practice, the label has caused confusion and has even served to contradict its intent. With this, the author offers an evolution to culturally responsive pedagogy entitled personalized pedagogy. Congruently, the study seeks to examine the practice of culturally responsive teachers in sharing how their practice operationalizes in the classroom. Through the thorough investigation of four practicing teachers at a highly diverse high school and by building on the body of literature on teacher dispositions, this study offers a new conception of culturally responsive teaching.

Author

• Bradley M. Conrad, Capital University