Culturally Responsive Pedagogy in the Social Studies: Case Studies of Teacher Perceptions of their Practices and Higher Education Programs

• In Event: 75.055 - Issues of Race and the Social Studies

Abstract

This paper explores secondary social studies teachers’ perceptions of their culturally responsive pedagogy (CRP), what they find to support and challenge these practices, and how they believe their engagement in CRP relates to their former teacher education programs (TEPs). Teachers in this study provide rich descriptions of how they supplement curriculum with multiple perspectives and design activities and assessments based upon their students’ cultural knowledge and capitol. The study finds that to bridge the gap between critical cultural awareness and the application of culturally responsive practice, TEPs need to one, lead new teachers in planning and implementing culturally relevant lessons during methods coursework and two, ask students to deliberately reflect upon how they engage in CRP during field placements.

Author

• Tracy Pelkowski, University of Pittsburgh