Religious Identity and Culturally Responsive Pedagogy Among Urban High School Teachers

• In Event: The Seductive Power and Harm of Religious Rhetoric in Literacy

Abstract

Culturally responsive pedagogy is a valuable and beneficial approach to addressing the diversity reflected in schools across the United States. It is an approach widely respected among practitioners, has been widely researched, and is the focus of countless amounts of scholarship. However, there is a gap in the literature addressing culturally responsive pedagogy and religious identity, and teacher training programs are not engaging their faith identity and how it may shape or contribute to their teaching practices. Employing FaithCrit as a lens and framework, this qualitative study aims to examine the religious identity of urban K-12 schoolteachers and how their religious identity is related to and influences their culturally responsive pedagogy.

Author

• Candace Kyles, Loyola University Chicago