Exploring the Motivational Potential of Culturally Relevant and Responsive Education: A Look Inside Freedom Schools

• In Event: Liberation-Driven Perspectives in Learning and Instruction

Abstract

Concerned with the equity debt owed to students of color, this instrumental case study investigated the experience of six Black elementary scholars new to Freedom Schools’ culturally relevant and responsive summer literacy program. Classroom observations and interviews with scholars (students) and Servant Leader Interns (teachers) were used to answer the question: How does Freedom School’s CRRE context support scholars’ motivation to learn? Findings suggest that Freedom Schools helped to support scholars’ motivation to engage in reading and learning activities by fostering autonomy, competence, relatedness, interest, relevance, and via its empowering school culture.

Authors

• Makana Craig, Florida State University

• Alysia D. Roehrig, Florida State University