Teachers Accepting Educational Responsibility by Foregrounding Humanizing Critical Sociocultural Knowledge Across K–16 Classrooms

Session Type: Working Group Roundtable

Abstract

In this working group roundtable, we aim to create a space for collaboration regarding scholarship at the intersection of culture, teacher knowledge, curriculum making, and teaching. Scholars and teacher educators from three different institutions present papers drawing on and extending Brown’s (2013) theorization of humanizing critical sociocultural knowledge. Brown’s theory challenges us to recognize how dys-informed sociocultural knowledge contributes to deficit-ladden, dehumanizing curricula, teaching, and learning for students of Color. The research shared at this roundtable span the K-16 pipeline and challenge acontextual notions of “best practice” by exploring how teachers develop responsive, relevant, and humanizing curriculum and practice from the critical sociocultural knowledge of their experiences working with their students and their school communities.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Cultural Inquiry in Curriculum Studies

Chair

• Beth Maloch, The University of Texas at Austin

Papers

• Improvisation Over Planning: Examining How a Lack of Improvisation Impedes Critical Conversations in an Elementary Classroom - Laura A Taylor, Rhodes College; Saba Khan Vlach, The University of Iowa

• Talking the Talk, but Walking the Walk? The Situatedness, Development, and Enactment of Humanizing Critical Sociocultural Knowledge in Early Career English Teachers - Kelli Ann Rushek, Miami University - Oxford

• How Historically Black College/University Faculty Draw From Humanizing Critical Sociocultural Knowledge to Inform How They See Themselves as Professors, What They Teach, and How They Teach - Gina English Tillis, The University of Memphis

Discussant

• Keffrelyn D. Brown, The University of Texas at Austin