Exploring Co-Generative Dialogues as a CRSE (Culturally Responsive-Sustaining Education) Framework During the COVID-19 Pandemic

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Affirming Cultural Responsiveness in the Growing Age of Anti–Cultural Responsiveness (Table 3)

Abstract

This study explores the integration of cogenerative dialogues within the framework of culturally responsive and sustaining education in an urban school distrcit. Through semi-structured interviews and recorded virtual dialogues, participating educators gain valuable insights into students' authentic realities, experiences, and cultural backgrounds. By using these insights to inform classroom practices, teachers aim to create inclusive and equitable learning environments. Grounded in the theoretical frameworks of Culturally Responsive and Sustaining Pedagogy and Reality Pedagogy, the study examines how cogenerative dialogues can dismantle biases, empower students, and enhance teacher-student relationships. Amid the challenges of the COVID-19 pandemic, the research highlights the significance of leveraging students' voices to foster a more meaningful and transformative educational experience.

Authors

• Edmund S. Adjapong, Seton Hall University

• Joshua W. Modeste, Teachers College, Columbia University