Humanizing Critical Sociocultural Knowledge: Explorations of How Teachers Conceptualize and Enact Culture Across Contexts

Session Type: Working Group Roundtable

Abstract

In this working group roundtable, we aim to create a space for collaboration regarding scholarship at the intersection of culture, teacher knowledge, and curriculum making. Scholars and teacher educators from three different institutions present papers drawing on and extending Brown’s (2013) theorization of humanizing critical sociocultural knowledge. Brown’s theory challenges us to recognize how dys-informed sociocultural knowledge contributes to deficit-ladden, dehumanizing curricula for students of color. The research shared at this roundtable span the K-16 pipeline and challenge acontextual notions of “best practice” by exploring how teachers develop responsive, relevant, and humanizing curriculum from the critical sociocultural knowledge of their experiences working with their students.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Culture and Commentary (The Readings/Makings of Curriculum)

Chair

• Keffrelyn D. Brown, The University of Texas at Austin

Papers

• "I Remember This One Time": Veteran Teachers Constructing and Challenging Sociocultural Knowledge Through Narrative - Laura A Taylor, Rhodes College

• To Know Me Is to Love Me: How Historically Black College and University Faculty Are Reorienting Student Development in Their First-Year Seminars - Gina English Tillis, The University of Memphis

• Elementary Critical Educators' Approaches for Sustaining and Growing Critical Pedagogies - Saba Khan Vlach, The University of Iowa