Critical Reflection for Enacting Culturally Responsive Pedagogy

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Professional Development Opportunities for Educators (Table 8)

Abstract

This study examines the critical reflexivity process of 115 secondary teachers’ in their development of culturally responsive pedagogical approaches. Data sources include teachers’ written reflections related to their understanding of culturally responsive pedagogy and of promising practices enacted to create a classroom/school culture that better meets the needs of all students. We used an inductive coding process for qualitative coding of the critical reflections and a quantitative rubric analysis of enactment practices. The key thematic categories that emerged were: 1) Examining positionality/biases and consideration of prior experiences, 2) Shifts in perspective, and 3) Enactment of practice changes in context. Over half of the teachers also demonstrated the transformation of thought into action as evidenced by the change process rubric scores.

Authors

• Wendy Morrison-Cavendish, University of Miami

• Lydia L Ocasio-Stoutenburg, Pennsylvania State University

• Mary A. Avalos, University of Miami

• Ignacio Barrenechea, University of Miami

• Ayanna Faith Young, University of Miami