A Culturally Responsive Approach to Pedagogical Reasoning in Classroom Teaching: From Rote to Reasoning

• In Event: Educational Leadership for Educational Equity

Abstract

This qualitative case study attempts to examine how Culturally Responsive Pedagogy (CRP) is enacted at one school, as well as analyze the effectiveness of the principal as instructional leader on the operationalization of CRP. Utilizing Ladson-Billings’ (2009) theory of CRP as teaching that empowers diverse students intellectually, socio-emotionally, and politically by leveraging cultural referents to impart knowledge, this study will include pre and post-lesson delivery interviews, classroom lesson observations, and focus group discussions. Participants are administrators and teachers with four years of in-service experience in implementing CRP. The qualitative case study intends to identify how CRP is enacted at one school site, along with the actions taken by administrators to improve the operationalization of CRP.

Author

• Hank Gutierrez, Fresno County Superintendent of Schools