"It's Not Intentional": Contradictions in Culturally Responsive Teaching

Autor/inn/en	Dyches, Jeanne; Sams, Brandon; Thomas, Deani
Titel	"It's Not Intentional": Contradictions in Culturally Responsive Teaching
Quelle	In: Journal of Interdisciplinary Teacher Leadership, 6 (2022) 1, S.199-233 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Culturally Relevant Education; Educational Practices; Elementary Secondary Education; High School Teachers; Grade 12; Language Arts; English Instruction; Classroom Environment; Consciousness Raising; Interpersonal Competence; Political Attitudes; Equal Education; Curriculum Development; Educational Strategies + Suchen Sie Ihr Suchwort? Bildungspraxis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; School year 12; 12. Schuljahr; Schuljahr 12; Sprachkultur; English langauage lessons; Englischunterricht; Klassenklima; Unterrichtsklima; Bewusstseinsbildung; Interpersonale Kompetenz; Political attitude; Politische Einstellung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie
Abstract	Culturally responsive instruction scholarship often presents a binary standard that teachers either satisfy or do not, a determination largely based on perceptions of observed practice. Yet, conclusions about teachers' cultural responsiveness are dubious when researchers do not account for teachers' intent. Conceptualizing cultural responsiveness as a continuum of dispositions, knowledges, and skills, this study asks: are certain culturally responsive characteristics more easily embodied and acted upon than others, and what accounts for these incongruences? Drawing on five months of data collection, this case study follows Margaret, a decorated English language arts teacher, and uncovers her culturally responsive characteristics based on her articulated instructional intent. Layers of deductive analysis across data sources (which include classroom observations of Margaret's teaching, transcripts from post-observation semi-structured interviews, and researcher notes) reveal that Margaret more readily embodied and enacted certain culturally responsive characteristics than others. Although she worked to promote student success and create a classroom environment embracing all students, Margaret insisted her provocative pedagogical choices--such as melding conversations of canonical literature with patriarchal critique--were not intended to foster students' sociopolitical consciousness or reflect her commitment to modifying curricula for equity. Tensions between Margaret's culturally responsive characteristics lie in her belief that "good" teachers assume ideological neutrality. Margaret's case asks stakeholders to centralize teachers' instructional intent and, in doing so, complicate culturally responsive teaching (As Provided).
Anmerkungen	Kenan Fellows Program for Teacher Leadership at NC State University. 1070 Partners Way, Hunt Library Suite 500, NCSU Centennial Campus, Raleigh, NC 27606. Tel: 919-515-5118; Fax: 919-515-5831; e-mail: kenanfellows@ncsu.edu; Web site: https://kenanfellows.org/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01