Date Approved

1-16-2020

Embargo Period

1-21-2020

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy and Sociocultural Education

College

College of Education

First Advisor

Madden, Marjorie

Second Advisor

Lee, Valarie

Third Advisor

Browne, Susan

Keywords

Culturally Sustaining Pedagogy, Culture, Culture of Power, Funds of Knowledge

Subject(s)

Culturally relevant pedagogy; Elementary school teachers

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry

Abstract

The purpose of this study was to examine how white teachers in a diverse school district view, respond to, and bridge cultural differences in the classroom. A pre-question, survey, audio recorded discussions, notes in a teacher research journal, and a post question were all analyzed to determine how four white, female teachers incorporated culture into the classroom as well as their receptiveness to culturally sustaining pedagogy. Findings were that these four teachers had a rudimentary understanding of culturally sustaining pedagogy prior to the study and while they made attempts to include culture in the classroom, these attempts were limited and superficial. However, findings also included their side of the story and the challenges they face to carry out the many demands of their job while trying to make teaching relevant and applicable to their diverse student population. Implications for future research are discussed.

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