The Best of Intentions: Nuancing Contradictions in Teaching for Equity

• In Event: Developing Equity-Oriented Educators

Abstract

Given that culturally responsive teaching is not uniform and instead spans a
myriad of dispositions, knowledge, and skills, this study asks: are certain culturally responsive
characteristics more easily embodied and performed than others, and what accounts for these
tensions? In this paper, we present Margaret, a beloved and expert English language arts (ELA)
teacher, and distill the ways in which she discusses and reflects on her teaching. To understand
the complexities of Margaret’s case, our analysis turns to theories of culturally responsive
pedagogies to articulate the tensions between her culturally responsive characteristics. We
conclude with a discussion of how literacy stakeholders have come to conceptualize culturally
responsive ELA teaching, and how this presentation is both complicated and merits further
complication.

Authors

• Jeanne Dyches, Iowa State University

• Brandon Lee Sams, Iowa State University

• Deani Thomas, Iowa State University