Developing Teachers' Cultural Knowledge Base: Looking at Formal Mechanisms in Predominately African American Schools

• In Event: Acknowledging and Addressing Culture, Race, and Bias Within Schools

Abstract

Purpose: One important aspect of addressing inequitable learning opportunities in schools is teachers’ access to professional learning opportunities that can help structure their classrooms to address the educational needs of their racially minoritized students (McDonald, 2005; Gay, 2018; McLaughlin & Talbert, 2001). Research concerned with teachers’ professional learning has suggested that teachers may have limited knowledge of, or a limited ability to engage effective practices for racially minoritized students (Gay, 1993). Theories for enhancing teachers’ classroom practice highlights the importance of formal mechanisms for improving teachers’ pedagogical knowledge base (Shulman, 1987; Lewis, Perry, & Murata, 2006; Morris, & Hiebert, 2009). Research suggests a strong need to develop teachers’ cultural knowledge base in order to support teachers’ enactments of culturally responsive pedagogies. (Gay, 2002; Hollins, King, & Hayman, 1994; Penual et al., 2010; Hill, Ball & Schilling, 2008). Thus, the purpose of this study was used to investigate the extent to which formal mechanisms for teachers’ learning and collaboration shape teachers’ cultural knowledge base in predominantly racially minoritized schools.

Theoretical Framework: This study conceptualized formal mechanisms for teachers’ learning and collaboration as a necessary condition for teachers to further develop the
types of specific, cultural forms of knowledge required for adopting and sustaining effective, culturally responsive instruction (Opfer & Pedder, 2011; Castagno, & Brayboy, 2008). For this study, the development of teachers’ cultural knowledge base requires knowledge of teachers own cultural identities and their students; along with incorporating multicultural content
based on knowledge of students racial and ethnic identities (Hollins, King & Hayman, 1994; King, Hollins, & Hayman, 1997; Pai, 1990; Smith, 1998).

Method: This analysis was developed from a larger study focused on school organizing practices in service to racially minoritized students. I employed qualitative research methods, using a replication case study design looking at two predominately African-American
school organizations. By conducting semi-structured interviews, observations, and a document analysis, the findings highlight culturally- situated instructional conversations that could be used to influence teachers’ cultural knowledge base. A cross-case analysis revealed themes related to teachers’ culturally-situated, instructional conversations that point to staff relational influence on their cultural knowledge base.

Findings: This paper highlights three significant themes. First, the demographic divide is one significant factor in shaping the conversations teachers have within their formal learning and collaborative meeting spaces. With this, formal learning opportunities and collaborative routines are shaped by the culturally-situated instructional conversations held by teachers and their colleagues. These conversations highlight: the influence of teachers’ cultural and racial identity on their classroom practice and pedagogical style, the influence students’ cultural and racial identity on their academic performance, and the responsiveness of the curriculum to their specific student body.

Significance: The research suggests that conceptualizing these conversations as culturally-situated can help scholars and practitioners begin to understand how schools influence the quality of instruction received by racially minoritized students. Overall, these narratives
show how support for teachers’ instructional capacity are necessary but insufficient conditions for promoting teachers’ development of a cultural knowledge base.

Author

• Fatima M Brunson, University of Pittsburgh