Culturally Responsive Teaching and Difference: Possibilities for Innovating Praxis for Teachers of Immigrant Youth

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Foundations of Teaching and Teacher Education for Socio-Cultural, Racial, and Intersecting Minoritized Identities

Abstract

This paper engages critical pedagogies to examine the notion of care, a core tenet of culturally responsive teaching. I reflect on 15 years as a white teacher of Somali immigrant students. I contend that a conceptualization of CRT with transnational notions of difference has the potential to serve as a framework for white teachers of immigrant students, or teachers who don’t share their students’ ethnicity, to practice caring hat centers their students’ contexts. This paper argues the need for teachers to hold a broader understanding of difference. This is needed for practitioners to create classroom spaces in which immigrant students can engage with the ways their identities are shaped by racializing discourses, concepts of home and belonging, and community and school.

Author

• Nicole Richardson, University of Minnesota