Step by Step: Building Literacy Curriculum around Students' Lives
Location
Lamar A
Proposal Track
Research Project
Session Format
Presentation
Abstract
Sealey-Ruiz and Haddix (2016) maintain that teachers must engage in “culturally relevant pedagogies aimed at preparing the next generation to disrupt inequities that marginalize certain communities” (p. 14). Therefore, professional learning centered on culturally relevant pedagogy is critical for meaningful teaching in marginalized communities. This presentation will highlight a research study in progress that focuses on supporting in-service teachers with navigating mandated curriculum to create possibilities for culturally relevant practices in a marginalized community.
This research draws from both sociocultural (Vygotsky, 1934/1986; Wertsch 1991) and critical lenses (Delgado & Stefanic, 2012; Freire, 1970; Giroux, 2003; Taylor, 2009) and is grounded in the assumptions that (a) teachers’ beliefs’ and understandings are socially constructed and (b) critical reflection on professional learning is integral for teachers to develop critical consciousness and intentionality when navigating mandated curriculum in order to build on the cultural resources for all students. Formative experiment is employed to document teachers’ beliefs and practices as they engage in teacher-centered, collaborative, and on-going professional learning.
Keywords
professional learning, culturally relevant pedagogy, literacy instruction, critical pedagogy
Recommended Citation
Thornton, Natasha A. 8513340; Jackson, Virginie; and Carillo, Frank, "Step by Step: Building Literacy Curriculum around Students' Lives" (2017). Georgia Educational Research Association Conference. 32.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/32
Step by Step: Building Literacy Curriculum around Students' Lives
Lamar A
Sealey-Ruiz and Haddix (2016) maintain that teachers must engage in “culturally relevant pedagogies aimed at preparing the next generation to disrupt inequities that marginalize certain communities” (p. 14). Therefore, professional learning centered on culturally relevant pedagogy is critical for meaningful teaching in marginalized communities. This presentation will highlight a research study in progress that focuses on supporting in-service teachers with navigating mandated curriculum to create possibilities for culturally relevant practices in a marginalized community.
This research draws from both sociocultural (Vygotsky, 1934/1986; Wertsch 1991) and critical lenses (Delgado & Stefanic, 2012; Freire, 1970; Giroux, 2003; Taylor, 2009) and is grounded in the assumptions that (a) teachers’ beliefs’ and understandings are socially constructed and (b) critical reflection on professional learning is integral for teachers to develop critical consciousness and intentionality when navigating mandated curriculum in order to build on the cultural resources for all students. Formative experiment is employed to document teachers’ beliefs and practices as they engage in teacher-centered, collaborative, and on-going professional learning.
