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Becoming Culturally Responsive: Teacher Sense-Making of Culturally Responsive Pedagogical and Leadership Practices
Sat, April 23, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Division Virtual Rooms, Division K - Section 03: Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development Virtual Paper Session RoomAbstract
For decades, educational theorists have advocated for culturally responsive practices within K-12 schools (Emdin, 2016; Gay, 1994, 2000; Ladson-Billings, 1994; Paris, 2012). However, what has not been given much consideration is how individuals tasked with implementing culturally responsive initiatives, make sense of this endeavor, especially as it relates to disrupting inequity in educational systems.
Utilizing organizational sensemaking (Spillane, Reiser, & Reimer, 2002; Weick, 1995), this paper highlights teachers’ sensemaking of a principal’s efforts to lead teaching and learning in a new direction that centered the identities and sociopolitical realities of Black students and their community. Findings revealed the role that individuals’ attitudes, beliefs, and values played in sensemaking, and the challenges they posed to the implementation of culturally responsive initiatives.