Culturally Relevant and Sustaining Pedagogical Models in Spain: A Systematic Review

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Culturally Responsive and Sustaining Pedagogy: Cases From Around the World (Table 10)

Abstract

Models of culturally relevant and sustaining pedagogies have been largely absent in Spain, but elements of these models have been incorporated under the auspices of intercultural education. This systematic review analyzes empirical studies on K-12 in-service teachers in Spain, highlighting instructional practices that reflect the three key areas of culturally relevant pedagogy: cultural competence, academic success, and critical consciousness. The search was conducted in four databases (JSTOR, Google Scholar, Ebsco, and Dialnet), focused on articles written in English or Spanish between 2006-2024, since the passing of legislation centering interculturality in education, including 35 articles. Findings demonstrate the presence of cultural competence in many schools, through both instructional practices and family involvement, but minimal incorporation of critical consciousness.

Authors

• Raquel Sáenz Ortiz, Southwestern University

• Terri Ann Ray, Southwestern University

• Hannah I. Caceres, Southwestern University