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This study explores White teachers' experiences with Culturally Responsive Teaching (CRT) in Grand Forks, a predominantly White rural community. As U.S. classrooms become more racially and culturally diverse, the research investigates how White educators understand, adopt, and implement CRT practices to support minority students. Using CRT and Critical Pedagogy as frameworks, the study examines teachers' perspectives on sociocultural dynamics, lesson design, and inclusive education. Preliminary findings reveal that teachers' backgrounds significantly influence their ability to support multilingual students, with those from diverse settings facing challenges adapting to limited resources. Teachers also opposed book banning, advocating for diverse literary works to promote critical thinking and challenge societal norms. This study contributes to CRT discourse, offering insights into teacher preparation and development.