Confronting Political Issues: Culturally Responsive Teaching During a Time of Turmoil for Immigrant Students

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: Teacher Education in a Politically Explosive Era

Abstract

The purpose of this study is to explore teachers’ perspectives on culturally responsive (CR) curriculum and instruction and to examine specific instructional strategies employed by teachers in one suburban high school in northern California. Interviews were carried out with four teachers and transcripts were coded to identify salient themes. Findings revealed that teachers emphasized curriculum that connected to students’ cultural and family backgrounds and created an inclusive learning environment. They also prioritized content relating to real world issues affecting students and created opportunities to critique political injustices related to immigration. Implications are that more empirical research is needed about the implementation of CR curriculum and instruction in suburban settings, including the ways it may empower students to disrupt social injustices.

Author

• Julie Yick-Koppel, Mountain View Los Altos District