Transforming Educator Practice Through a Culturally Responsive and Sustaining Pedagogies Rubric: Co-Construction, Implementation, and Reflection

Betina Hsieh (California State University, Long Beach, USA), Edwin Obilo Achola (California State University, Long Beach, USA), Leslie Reese (California State University, Long Beach, USA), Tim Keirn (California State University, Long Beach, USA), Shametrice Davis (California State University, Long Beach, USA), Oscar Navarro (California State University, Long Beach, USA), and Jose F. Moreno (California State University, Long Beach, USA)
Copyright: © 2022 |Pages: 211
EISBN13: 9781668449288|DOI: 10.4018/978-1-7998-8463-7.ch009
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Abstract

While the value of culturally responsive and sustaining pedagogies in education is largely accepted, how to equip educators to integrate these pedagogies in their practice is far less understood. In this chapter, the authors discuss how teacher education faculty's understanding and implementation of culturally responsive and sustaining pedagogies were strengthened through an iterative and co-constructed process of tenet and rubric development, scaffolded implementation, peer feedback, and collaborative reflection. Drawing from four years of faculty inquiry group work in ongoing professional learning settings, the authors discuss the importance of a localized, evolving central framework which both informed practice and was grounded in praxis. The authors argue for the importance of systematic approaches, including both self-work and engagement with structural inequities, using shared understandings to affect enduring, multi-layered transformation across a large and diverse set of teacher education programs.
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