A multiple case study on the phenomenon of culturally responsive pedagogy in rural western North Carolina
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Pamela Heidlebaugh-Buskey (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Bianca Montrosse
Abstract: As schools have become increasingly diverse, the teaching force has remained mainly
White (Brown, 2004). The disparity between students and teachers is seen in schools
across the nation, including small, rural schools. Many teachers are unprepared for the
reality that their cultural, racial, ethnic, or linguistic backgrounds will differ from those of
their students (Brown-Jeffy & Cooper, 2011). The issues that can result from these
cultural differences require a teaching force equipped with the knowledge of teaching in
culturally responsive ways to better meet the needs of their diverse student populations.
Research available informing of knowledge about culturally responsiveness and
culturally responsive pedagogy (CRP) is focused mainly on urban settings. This study is
significant in that it examines four culturally responsive teachers in a rural setting as,
according to Arnold, Newman, Gaddy, & Dean (2005) and Cicchinelli (2011), there is
very little research available on culturally responsive teachers in rural schools.
Additionally, while the current literature recommends necessary CRP classroom
practices, there is very little research that examines these recommendations in practice in the classroom, even in urban settings (Ball & Tyson, 2011). This study provides an indepth
analysis of the actual practices of four rural culturally responsive teachers and
compares those practices with the existing literature as presented in the Characteristic
Components of Culturally Responsive Pedagogy Framework (CCCRP). Through an indepth
analysis of four rural classroom teachers, using a qualitative multiple case study
informed by a phenomenological approach, the study offers a unique perspective of
culturally responsive pedagogy in action. It attempts to shed light on the perspectives
and development of rural teachers as to their experiences, attitudes, and beliefs regarding
CRP, the CRP practices they use, and how these practices intersect with the researchbased
principles of CRP.
The analysis of data collected provided an understanding of practices that support current
research as presented in the CCCRP Framework. Other findings offer an additional
viewpoint to existing literature and are discussed in relationship with current literature:
1) care is an integral attitude necessary in cultural responsiveness, though it is not always
mentioned in the CRP literature. While some may state that all teachers care, caring is
not always present in the repertoire of all teachers; 2) according to the four nominated
CRP teachers, the teacher education program was not integral to the development of their
cultural responsiveness; 3) all four teachers found themselves in situations where they felt
it necessary to break the rules of the school culture; and 4) while the characteristic of
developing community relations is present in the CCCRP framework, the presence of
developing and empowering these relationships is not supported by the data collected in this study.
A multiple case study on the phenomenon of culturally responsive pedagogy in rural western North Carolina
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Created on 6/1/2013
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2013
- Keywords
- Cultural Responsive Pedagogy, Culture, Professional Development, Race and Poverty, Rural Education, Teacher Preparation
- Subjects
- Culturally relevant pedagogy -- North Carolina, Western -- Case studies
- Education, Rural -- North Carolina, Western -- Case studies