Cultural Responsive Teachers in Urban Context: A Case Study

• In Event: 67.065 - Teacher Development in Diverse Urban Settings

Abstract

Based on a case study design, this study sought to examine how a third grade teacher implemented culturally responsive teaching (CRT). The sociocultural perspective provided the framework. The participants were one teacher and 24 students in an urban K-12 school. Data sources included interviews, observations, field notes, and the researcher’s reflective journal. Data were analyzed using constant comparison. Results indicated that the teacher’s classroom practices were not only consistent with prior research but also provided additional insights into CRT. The teacher empowered her students, practiced a pedagogy of care, made cultural connections in her teaching and had adaptive expertise. The study suggests that CRT is critical in the discourse of effective schooling.

Authors

• Chinwe H. Ikpeze, Saint John Fisher College

• Shirley N. Mthethwa-Sommers, Nazareth College