Junior Teachers’ and Students’ Perspectives of Culturally Responsive Pedagogy Through Texts, Technology, and Collaboration

Abstract

With the rich cultural diversity of Ontario’s classrooms, educators must work to ensure their teaching practices support and represent their students. This study sought to gather teachers’ perspectives of culturally responsive pedagogy (CRP), resources available, and how teachers can be better supported to be culturally responsive to their learners. It also aimed to engage students using texts, technology, and collaboration to help them understand diversity and inclusion. This research was built upon the ideas of Ladson-Billings (1994), Freire (2005), and Gay (2018). The study employed the generic qualitative research method to collect data on a project with two educators and three Junior students over a period of 12 weeks. Data collection included field notes, interviews, planning sessions, and one-on-one interactions with the researcher. Results indicated that educators have a good understanding of CRP but lack access to current, representative resources. Further, findings indicate a shift in teaching practices and student learning when culturally responsive practices are used. Students also possessed a good understanding of diversity and inclusion when engaged in culturally responsive texts and technology. Junior educators and students indicated a positive classroom experience when learners were represented in classroom materials and lessons. Lastly, educators are willing to learn new strategies and resources that are culturally responsive, but professional development workshops are not always accessible and applicable to their classrooms. Overall, this research suggests implications for practice, research, and theory that can all be used to effectively support Ontario educators in using CRP within their classrooms.