Culturally Affirming Teaching: Case Study Research in Immigrant Population

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Learning Culturally and Linguistically Affirming Approaches to Teaching (Table 15)

Abstract

This paper examines cultural affirmation for young children in an immigrant context. It engages with the questions how do teachers conceptualize their teaching practices within immigrant contexts and how do teachers engage with teaching to affirm students’ cultural and academic needs. To answer these questions, I employ case study research. The participants are six teachers who have various cultural backgrounds and teach in after school program. Drawing on Culturally Relevant Pedagogy (CRP) (Ladson-Billing, 1995) and Culturally Sustaining Pedagogy (CSP) (Paris, 2012) as theoretical frameworks, the findings from this study help teachers to increase their awareness of cultural affirmation. I argue that affirming students’ culture plays critical role in supporting their life’s success.

Author

• Maretha Dellarosa, The Ohio State University