Designing Culturally Responsive Teaching in Outside-of-School Spaces

• In Event: Expanding on the Scholarship of a Pioneer Advocate for Racial Justice

Abstract

Culturally responsive teaching as an empirical, theoretical, and practice-driven body of work has a rich and robust knowledge base. Most of the work regarding culturally responsive teaching has focused on classroom-level practices to support the learning and development of preservice and in- service teachers. In this paper, the presenters attempt to extend the conceptual understanding, clarity, and implications for culturally responsive teaching by drawing from empirical research in outside-of- traditional-school learning spaces. By focusing on one of the most incarcerated communities in a large, Southeastern U.S. city, the presenters outline spatial design principles that can benefit from culturally responsive teaching. The presenters also conjecture that insights drawn from their research in outside-of- traditional-school learning spaces can complement culturally responsive teaching practices inside of traditional schools.

Authors

• Rich Milner, Vanderbilt University

• Bryant O. Best, Morgan State University

• Laura Fittz Parks, Fort Lewis College