Books Like Me: An Investigation of Urban Elementary Teachers' Journey towards More Culturally Relevant Pedagogy

Autor/inn/en	Ciampa, Katia; Reisboard, Dana M.
Titel	Books Like Me: An Investigation of Urban Elementary Teachers' Journey towards More Culturally Relevant Pedagogy
Quelle	In: Multicultural Education Review, 13 (2021) 2, S.128-147 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1919960
Schlagwörter	Elementary School Teachers; Urban Schools; Culturally Relevant Education; Faculty Development; Books; Barriers; Literacy Education; Cultural Influences; Identification (Psychology); Social Influences; Racial Identification; Ethnicity; Cultural Awareness; Social Development; Emotional Development; Disproportionate Representation; Childrens Literature; Minority Groups; Poverty; Minority Group Students; Charter Schools; Teacher Characteristics; Racial Differences; White Teachers; Minority Group Teachers + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Book; Buch; Monographie; Monografie; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ethnizität; Cultural identity; Kulturelle Identität; Soziale Entwicklung; Gefühlsbildung; 'Children''s literature'; Kinderliteratur; Ethnische Minderheit; Armut; Charter school; Charter-Schule; Rassenunterschied
Abstract	The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper describes the urban elementary teachers' successes and challenges in their first-year implementation of providing culturally relevant literacy instruction. Three types of qualitative data were collected: (1) researchers' anecdotal notes during the professional learning sessions; (2) teacher focus groups; and (3) teachers' blog reflection entries. The findings revealed that the professional development for culturally relevant literacy instruction resulted in teachers' heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, professional development served as a catalyst for facilitating students' and teachers' racial and cultural identity development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01