CULTURALY RESPONSIVE PEDAGOGY IN THE EARLY CHILDHOOD CLASSROOM

This ethnographic study explored how the promotion of
culturally responsive pedagogy may lead to narrowing
students achievement gaps. Whereas existing research
studies focus on multicultural education, the
research problem in this study addressed an existing
gap in literature in early childhood education. Key
questions focused on how teachers defined culturally
responsive pedagogy, its promotion, college
preparation. Critical and resilience theories, and
egalitarianism formed the conceptual framework for
the study. Data collection methods included
observations, literature searches and interviews.
Analysis followed the storying and polyvocal models.
Findings indicated teachers awareness of the need
for culturally responsive pedagogy, however their
implementation of that pedagogy was minimal. The
study also revealed constraints to this pedagogical
practice, such as poverty, standardized tests,
prescriptive curricula, inadequate knowledge and
teacher training, educational resources, role models
and family support. Recommendations include use of
less prescriptive pedagogy, family and community
involvement, training and professional development.

Autorentext

Doreen Moyo, originally from Zimbabwe is a Professor of Educationat Concordia College-Selma. She earned her doctoral degree fromthe University of Nebraska Lincoln. Research interests include-Language and Second Language Teaching, Literacy, GlobalEducation, Culturally Responsive Pedagogy, Achievement Gap andMulticultural Education.

Klappentext

This ethnographic study explored how the promotion of culturally responsive pedagogy may lead to narrowing students' achievement gaps. Whereas existing research studies focus on multicultural education, the research problem in this study addressed an existing gap in literature in early childhood education. Key questions focused on how teachers defined culturally responsive pedagogy, its promotion, college preparation. Critical and resilience theories, and egalitarianism formed the conceptual framework for the study. Data collection methods included observations, literature searches and interviews. Analysis followed the storying and polyvocal models. Findings indicated teachers' awareness of the need for culturally responsive pedagogy, however their implementation of that pedagogy was minimal. The study also revealed constraints to this pedagogical practice, such as poverty, standardized tests, prescriptive curricula, inadequate knowledge and teacher training, educational resources, role models and family support. Recommendations include use of less prescriptive pedagogy, family and community involvement, training and professional development.