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Charting the Evolution of Our Understanding of Culturally Relevant Pedagogy in Physics

Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Multicultural/Multiethnic Education: Theory, Research and Practice Paper and Symposium Sessions


The research question propelled this work was how is Culturally Relevant Pedagogy (CRP) manifested in a physics classroom? To answer this question, we conducted a qualitative, naturalistic study in which a physics teacher named Sarah (pseudonym) attempted to enact CRP in her classroom. We collected data through video recordings, field notes, and interviews. We used thematic analysis to characterize how CRP emerged in this setting and Sarah's challenges in this work. Findings suggest that Sarah had successes primarily through developing relationships with students and merging socio-political concerns into classroom practice. Challenges occurred in encouraging student agency, developing curricula, and adjusting to the teacher change.