Classroom Management as an Essential Element of Culturally Sustaining Social Studies Instruction

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Culturally Responsive and Culturally Sustaining Pedagogy in Classroom Management (Table 4)

Abstract

Classroom management is not often included in the practical literature on culturally sustaining pedagogy (CSP). Based on findings from our place-based action research project in a fourth-grade classroom, we assert classroom management that supports a community of learners is foundational to culturally sustaining pedagogy. CSP aims to prepare students for life in a multicultural democracy, recognizing cultural and linguistic plurality as beneficial to all. Culturally sustaining curriculum relies on community cultural knowledge as communicated by students, families, and community partners. We found that the lead teacher facilitated a community of learners that was essential to the culturally sustaining curriculum. We share three practices foundational to her approach: co-creating a class agreement, establishing norms for small groups, and post-activity check-in.

Authors

• Rhianna K. Thomas, New Mexico State University

• Aylin Rodriguez-Ponce, New Mexico State University

• Rachel Kenney

• Mary Neville, Wayne State University

• Louie Kenney