Systematic Review of Cultural Pedagogy in Integrated Reading and Writing Empirical Studies for Students of Color

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Diversification Efforts in K–12 and Teacher Ed (Table 5)

Abstract

This study aimed to critically analyze empirical studies that focused on cultural and community practices in the Integrated Reading and Writing classroom (IRW) in community college. Our systematic interrogation examined what language was commonly used regarding Students of Color, educational issues of curriculum reform, and pedagogical practices for diverse learning communities. We re-examined the historical factors, methods, frameworks, and participants of these studies through a cultural, equitable, and just lens. Synthesizing 23 IRW studies, we evaluated the power relationship among instructors and students, access to materials, community support, voices, and representation.We generated six themes: diverse faculty representation, culturally diverse text, community, identity, language, and discussions/orality that facilitated culture and community practices in the classroom settings.

Authors

• Yvette Regalado, Texas State University
  Presenting Author

• Danielle McEwen, Texas State University
  Presenting Author

• Carlton J. Fong, Texas State University
  Non-Presenting Author