Culturally Efficacious Revolutionary Pedagogues

• In Event: Beyond Dreams and Possibilities—Revolucionarias en Acción as Movement Intellectuals Preparing Critical Pedagogues

Abstract

Objectives:
Presentation examines how cultural efficacy manifests within the practices of four culturally efficacious pedagogues.

Theoretical framework:
As educators, we are called upon to be revolutionary workers (Freire, 1970). Our theoretical framework draws upon literature that calls for culturally responsive and sustaining pedagogies in teacher preparation programs as well as a need to develop and support teacher efficacy (Ladson-Billings, 2014; Grant & Agosto, 2008; Paris, 2012; Paris & Alim, 2014; Darling-Hammond, 2006; Darling-Hammond, et al., 2005; Sheets, 2003; Authors). To unravel what cultural efficacious practices may look like in praxis, we employ a Cultural Efficacious Observation Protocol (CEOP) that includes nine key domains: (1) diversity and consciousness of difference, (2) identity and ethnic identity development, (3) social interactions/interpersonal relationships, (4) culturally safe classroom context/self-regulated learning, (5) language and linguistic learning, (6) culturally inclusive content/knowledge acquisition, (7) instruction/reasoning skills, (8) assessment and evaluation, and (9) ethical and enduring professional responsibilities. In exploring teacher practices across these domains offers a better sense of how to support their development over time (Achinstein & Athanases, 2006; Khachatryan, 2015; Scheeler, Ruhl, & McAfee, 2004).

Method/Mode of Inquiry:
Multiple case study methodology was utilized to capture the depth and breadth of such practices across varying school contexts and teacher experiences.

Data sources/Evidence:
Case study participants in an accelerated teacher preparation program with special preparation for working with English language learners and culturally diverse classrooms were observed over a two year period to unpack the ways in which they manifest cultural efficaciousness in school settings. Data examined for evidence of cultural efficaciousness included: CEOP observation notes, critical reflections (Buysse, Sparkman, & Wesley, 2003; Authors), and informal pre and post follow up discussions. Deductive reasoning, within and across case study analysis, was conducted to examine evidence related to the nine domains of culturally efficacious practices. To ensure feasibility and trustworthiness of findings, we triangulated multiple data sources, engaged in member checking, and held research team debriefings (Yin, 2009).

Results/Conclusions:
Findings demonstrated that participants exemplified most of the nine cultural efficacious pedagogical domains in the classroom observations and critical reflections in ways that created transformative educative opportunities for their students. Across all teachers there was particularly strong evidence in the areas of consciousness of diversity, culturally safe classroom content, language and language learning, and social interactions and interpersonal relationships. Noteworthy, evidence of certain COEP domains appeared applicable to more than one domain in some instances (e.g., evidence for consciousness of diversity and inclusion of culturally inclusive content), demonstrating dynamic and multi-purposed approaches to their practices. Still, taken as a whole, these teacher cases studies provide evidence that educator preparation programs can focus on cultural efficacy and produce such teachers who exemplify what the work looks like in practice through in ways that challenge oppressive societal structures through pedagogy that views each students’ cultures, ethnicities, and languages as assets for learning.

Scholarly Significance:
Teacher case study analysis highlights the importance of cultural efficacy preparation and critical thinking in teacher education to promote revolutionary work as well as student agency and learning.

Authors

• Conra D. Gist, University of Arkansas

• Lorena Claeys, The University of Texas - San Antonio