“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

<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>

Name thesis:degree_name

Master of Arts (MA) in English: Teaching English as a Second Language

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year

2019

Author dc:creator

• Giles, Natalie Marie

• Bilingual, Multilingual, and Multicultural Education
• Curriculum and Instruction
• Educational Methods

Statement dc:rights

• Access is available to all users

Repository record dc:identifier

https://dc.ewu.edu/theses/556

OAI identifier oai:identifier

oai:dc.ewu.edu:theses-1556