M.A. Reading Education
Language, Literacy and Sociocultural Education
College of Education
Committee Member 1
Committee Member 2
Culturally Sustaining Pedagogy, Culture, Culture of Power, Funds of Knowledge
Culturally relevant pedagogy; Elementary school teachers
Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry
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.
Martin, Danielle, ""It Goes Both Ways" : How white teachers view and respond to culture in the diverse classroom" (2020). Theses and Dissertations. 2751.