Culturally responsive teaching is a way for teachers to engage in equitable practices while offering a pedagogy of caring in the classroom. It takes a strength-based view of all learners while respecting the heritage, the family, the learners’ needs and wishes as well as offering a rigorous education for all learners. In this action research project, the author provides five original college composition units that contribute to learners’ critical thinking and critical literacy while asking them to (1) clarify values and examine their cultures of origin, (2) identify human rights that matter to them, (3) do a rhetorical analysis of a digital artifact; (4) research a topic of interest as foundational for the service learning project; and (5) engage in critical service learning in the community. She offers her own literacy narrative that lays a foundation for her understanding and adoption of culturally responsive teaching.
","abstract_html":"<p>Culturally responsive teaching is a way for teachers to engage in equitable practices while offering a pedagogy of caring in the classroom. It takes a strength-based view of all learners while respecting the heritage, the family, the learners’ needs and wishes as well as offering a rigorous education for all learners. In this action research project, the author provides five original college composition units that contribute to learners’ critical thinking and critical literacy while asking them to (1) clarify values and examine their cultures of origin, (2) identify human rights that matter to them, (3) do a rhetorical analysis of a digital artifact; (4) research a topic of interest as foundational for the service learning project; and (5) engage in critical service learning in the community. She offers her own literacy narrative that lays a foundation for her understanding and adoption of culturally responsive teaching.</p>","abstract_has_math":false,"creators":["Giles, Natalie Marie"],"institution":null,"degree_name":"Master of Arts (MA) in English: Teaching English as a Second Language","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T02:13:00Z","subjects":["Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Educational Methods"],"languages":[],"rights":["Access is available to all users"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/556","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Giles, Natalie Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA) in English: Teaching English as a Second Language"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Educational Methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access is available to all users"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/556"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Culturally responsive teaching is a way for teachers to engage in equitable practices while offering a pedagogy of caring in the classroom. It takes a strength-based view of all learners while respecting the heritage, the family, the learners’ needs and wishes as well as offering a rigorous education for all learners. In this action research project, the author provides five original college composition units that contribute to learners’ critical thinking and critical literacy while asking them to (1) clarify values and examine their cultures of origin, (2) identify human rights that matter to them, (3) do a rhetorical analysis of a digital artifact; (4) research a topic of interest as foundational for the service learning project; and (5) engage in critical service learning in the community. She offers her own literacy narrative that lays a foundation for her understanding and adoption of culturally responsive teaching.
"]},{"key":"dc:title","label":"Title","values":["“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education"]}]}],"canonical_facts":{"dc:creator":["Giles, Natalie Marie"],"dc:description.abstract":["Culturally responsive teaching is a way for teachers to engage in equitable practices while offering a pedagogy of caring in the classroom. It takes a strength-based view of all learners while respecting the heritage, the family, the learners’ needs and wishes as well as offering a rigorous education for all learners. In this action research project, the author provides five original college composition units that contribute to learners’ critical thinking and critical literacy while asking them to (1) clarify values and examine their cultures of origin, (2) identify human rights that matter to them, (3) do a rhetorical analysis of a digital artifact; (4) research a topic of interest as foundational for the service learning project; and (5) engage in critical service learning in the community. She offers her own literacy narrative that lays a foundation for her understanding and adoption of culturally responsive teaching.
"],"dc:identifier":["https://dc.ewu.edu/theses/556"],"dc:rights":["Access is available to all users"],"dc:subject":["Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Educational Methods"],"dc:title":["“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA) in English: Teaching English as a Second Language"]},"updated_at":"2026-07-24T02:13:00Z"}