| dc.description.abstract | There is a continuing need for teachers who understand the value that culturally responsive pedagogy can bring to a classroom. To better understand how to develop classrooms that are responsive to their students’ cultural identities, it is important for teachers to learn from those who have done so successfully. Based on this need, I interviewed four elementary teachers who had reputations for effectively engaging in culturally responsive practices with their students. Specifically, I used critical qualitative methods to learn about these teachers’ culturally responsive perspectives and practices. My participants’ responses suggested that culturally responsive teachers: (1) are attuned to students’ needs; (2) critically discern classroom content; (3) affirm student autonomy; (4) possess an asset-based perspective; and (5) utilize an insider’s understanding of historical or institutional disparity. Additionally, my interpretive lenses, based on the work of Paulo Freire and Luis Moll et al., illustrate and explain how culturally responsive teachers utilize local funds of knowledge to liberate and humanize their students. At the conclusion of the study, I explore possible implications for current educators, principals and district administrators, and other people involved with efforts to promote diversity, equity, and inclusion. Implications for this study acknowledge the unique characteristics of the participants that cannot be replicated by every teacher. | en_US |
