Participatory Action Research Facilitates the Implementation of Culturally Responsive Practices

• In Event: Roundtable Session 53
  In Roundtable Session: Participatory Action Research: Doorway to Coconstruction of Knowledge and Power

Abstract

As the “achievement gap” persists, the need to integrate culturally responsive practices to engage and promote success for our increasingly diverse student population becomes critical. This study examines the experiences of teachers attempting to implement culturally responsive practices and the role of the administrator, not only an instructional leader, but as a co-constructor of knowledge. Critical race theory, equity pedagogy, culturally responsive pedagogy and liberation education inform the conceptual framework for this study. The participatory action research method allowed teachers to serve as Co-researchers actively examining a current problem in order to effect change. This study supports a model for culturally responsive pedagogy implementation that values teacher knowledge, teacher practices, teacher questions, teacher reflections, and co-construction of knowledge.

Author

• Peg Winkelman, California State University - East Bay