Exploring a Culturally Responsive/Relevant/Sustaining Third-Grade Social Studies Curriculum: An Ethnographic Inquiry

• In Event: Creative Social Justice Research: Pushing Methodological Boundaries—Performing Dissertation Research—Liberating Academic Writing

Abstract

This dissertation is an ethnographic inquiry in which the researcher explores the third-grade social studies curriculum in her classroom, specifically using culturally responsive/relevant/sustaining pedagogy and students’ funds of knowledge (González, Moll, & Amanti, 2005) and their learning interests to teach the Native American unit so as to promote their academic achievement in, cultural competence and critical consciousness for, the histories of the United States. Her passion for exploring this topic is derived from recognitions of her own miseducation about the history of the United States and its Indigenous Peoples and her lack of knowledge of her Indigenous ancestors from Mexico. Theoretically, her research builds upon the literature of culturally
responsive/relevant/sustaining pedagogy (Gay, 2018; González, Moll, & Amanti, 2005; Ladson-Billings, 2009, Ladson-Billings, 2021; Paris & Alim, 2017) and critical social studies (Dunbar- Ortiz, 2014; Parker, 2015; Ross, 2014; Zinn, 2015). Methodologically, her research builds upon ethnographic studies with young children (He & Phillion, 2008; Igoa, 1995; Schultz, 2008; Soto & Swadener, 2005; Valdés, 2001; Valenzuela, 1999). While much research has been done on social studies education, there is little research being done on elementary social studies, especially using ethnographic inquiry methods with young children. Additionally, much of the current research on culturally responsive/relevant/sustaining pedagogy focuses on the aspect of student engagement. There is a gap in the literature for research that focuses on the achievement of young learners. It is hoped that this study will help develop the cultural competence of the participants and engage them in active learning about the Native Americans’ histories and cultures. Additionally, this study will also contribute to the improvement of the social studies curriculum at the elementary level as an example for teachers regarding the use of funds of knowledge and culturally responsive/relevant/sustaining teaching practices to maximize student learning and achievement.

Six findings have emerged from the dissertation inquiry. Inviting members of Native American communities into the 3rd grade daily learning experience helps both students and teachers to overcome their misconceptions and stereotypes of Native Americans and promote their understanding towards Native American existence and identities, which is the first step for teachers to develop culturally responsive/relevant/empowering curriculum and pedagogy. Multimodal approaches to instructional strategies validate students’ funds of knowledge and engage students in deep learning which leads to their academic success. In-and out-of-school curriculum are equally important and interdependently interconnected in promoting student active learning. The funds of knowledge from teachers and students play important roles in developing their cultural competence and critical consciousness, which is crucial to develop a culturally relevant/responsive/sustaining third grade social studies curriculum. Overcoming stereotypes and misconceptions of Native Americans and developing cultural competence and critical consciousness is an ongoing process. There is a need for developing creative insubordination (Baszile, 2023; He, 2023; Schubert, 2023; Schultz, 2023) strategies to foster a culturally responsive/relevant/sustaining curriculum for elementary social studies in today’s restrictive school environments.

Author

• Lucia Benzor, Independent Scholar