It's Personal: A Phenomenological Study of the Development of Teacher Culturally Relevant Pedagogy

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Journeys Toward Antiracist Praxis and Disrupting White Supremacy (Table 4)

Abstract

An increasingly culturally and linguistically diverse student population requires culturally relevant pedagogy However, “being” a culturally relevant pedagogue (CRP) has a personal element (i.e., involves dispositions, values, and beliefs). Through a phenomenological inquiry I explore descriptions from elementary teachers who describe how they developed their CRP through the lens of transformative andragogy. Intrinsic motivation, self-initiated sources, and personal strategies were used in the development of CRP. The findings suggest that the teachers’ values, beliefs, experiences, and dispositions – the personal aspects of a teacher drive the development of the pedagogy and should be considered as a starting point for developing CRP.

Author

• Tonya R. Strozier, Tucson Unified School District
  Presenting Author