From Cultural Relevance to Transformation: Integrating Curriculum as Culturally Sustaining Pedagogy

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-7 - School Culture, Socialization, and Climate Influences on Learning Environments

Abstract

Research on student-centered, integrative models has focused on student learning. We focus on teachers’ development through action research to build an integrative curriculum in mathematics, science, and literacy. We ask: How does an integrated curriculum leveraged by English Learner (EL) students' funds of knowledge mediate teacher development? An integrative curriculum allows for teaching praxis to be aligned with a social justice frame. Through participant observation and discourse analysis this study analyzed the trajectory of the planning, execution and analysis of 3 curricular units. We found teachers went through three phases: 1) IRE discourse patterns and anxiety of content area; 2) revision of concepts of knowledge, and 3) moving toward an integrative curriculum. Implications for long-term in-service teacher development are explored.

Authors

• Zayoni Nidia Torres, University of Illinois at Chicago

• Joseph C. Rumenapp, Judson University

• Marcine Marie Adams, University of Illinois at Chicago

• Joanna Maravilla-Cano, University of Illinois at Chicago

• Aria Razfar, University of Illinois at Chicago