Situating COVID-19 and Culturally Relevant Pedagogy in a LatCrit Framework: Platicas From Latinx Teachers

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Situating the COVID Educational Response Across Contexts and Stakeholders

Abstract

Research suggests culturally relevant pedagogy (CRP) is a powerful tool in addressing academic inequities (Dee & Penner, 2017) intensified by COVID-19 for students of color (Dorn, 2020). Unfortunately, very little is known about CRP in K-12 online and hybrid classrooms (Lawrence, 2020) or about organizational leadership and policies needed for effective implementation. Utilizing LatCrit to analyze platicas (informal conversations) with twelve public-school, Latinx, critical educators recorded throughout the 2020-2021 academic year as well as individual follow up interviews, this study identifies specific organizational conditions and policies which facilitate and impede the use of CRP in districts. Findings point to systemic, district-level and state-level policies that limit the implementation of effective curricular practices and the epistemological reorientations needed for effective implementation.

Authors

• Lauren M. Shook, The University of Texas at Austin

• Maria Unda, The University of Texas at Austin

• Lizeth Lizarraga