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)
Western Carolina University (WCU )
Web Site: http://library.wcu.edu/
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.

Additional Information

Language: English
Date: 2013
Cultural Responsive Pedagogy, Culture, Professional Development, Race and Poverty, Rural Education, Teacher Preparation
Culturally relevant pedagogy -- North Carolina, Western -- Case studies
Education, Rural -- North Carolina, Western -- Case studies

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