Youth Talk About Culturally Responsive Teaching and Learning in an Outside-of-School Contexts

• In Event: How Out-of-School-Time Spaces Are (or Are Not) Serving Marginalized Communities

Abstract

Culturally Responsive Teaching has primarily been applied in preK-12 learning environments. This study draws from Gay’s (2018) Culturally Responsive Teaching framework as well as [the author’s] Emergent Social Discipline window (an adaption of the original Social Discipline Window (Wachtel, 2003) or Relationship window (Vaandering,, 2014) - to explore what young people - from different high schools throughout a city participating in a cross-community dialogue study - say about what is needed to design and enact Culturally Responsive Teaching. Although some may argue that outside-of-school contexts should learn from traditional inside-of-school spaces, our research in this article stresses a necessity for inside-of-school spaces to draw from the expertise of young people and educators working and learning in outside-of-school spaces.

Authors

• Laura Fittz Parks, Fort Lewis College

• Dena Lane-Bonds, Princeton University

• Ira E. Murray, Vanderbilt University