Creating Inclusive Classrooms with Culturally Sustaining Pedagogy

<p>This is a qualitative phenomenographic study that uses the theoretical frameworks of Culturally Sustaining Pedagogy (CSP) (Paris, 2012), Intergroup Contact Theory (Allport 1954), and Social Constructivism (Smagorinsky, 2007) to evaluate how 7^th grade students at a Title I middle school in the Southeastern United States experience the phenomenon of peer relationships in the context of a CSP writing unit. Students created, peer edited, and shared multimodal “Where I’m From” (Lyon, n.d.) poems in intentionally created groups. The researcher collected data via participant interviews, participant journals, and a researcher reflection journal. Findings indicated that students developed a better understanding of their peers, built connections, felt more comfortable in class, improved their relationships with their peers, and made new friends as a result of the intervention.</p>

Name thesis:degree_name

Doctor of Education in Secondary Education - English (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary and Middle Grades Education

Year dc:date.available

2023

Author dc:creator

• Kane, Melissa

Contributors dc:contributor

• Jennifer S. Dail, Ph.D.
• Rachel E. Gaines, Ph.D.
• Darren Crovitz, Ph.D.

• Culturally sustaining pedagogy
• Intergroup contact theory
• Social constructivism
• Peer relationships
• Title I
• Middle school
• Cooperative learning methods
• Educational Methods
• Educational Psychology
• Junior High, Intermediate, Middle School Education and Teaching
• Language and Literacy Education
• Other Education
• Secondary Education
• Secondary Education and Teaching
• Social Justice

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/eddsmge/12

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:eddsmge-1011