Bridging the Divide: Stepping Out With Teachers to Enact Culturally Responsive Pedagogies

• In Event: Teacher Advocacy and Social Justice With English Language Learners

Abstract

In this qualitative study, we examine our former students’ understandings of culturally responsive teaching and its presence in their classrooms. The major finding in this study relates to the teachers' difficulty enacting what they learned in a culturally responsive teaching class to their own practice. The findings from the study suggest that teacher educators need to step outside the university walls to help teachers contextualize culturally responsive teaching in a way that helps them to not only develop a mindset in which they believe all children can learn, but also develop the practice that helps them ensure that all children will learn.

Authors

• Corliss Brown, University of North Carolina - Chapel Hill

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Scott Morrison, University of North Carolina