Equitable classrooms require equitable practices : how do teachers develop and implement culturally responsive teaching practices to support equitable classrooms?

Abstract

The participatory action research (PAR) aims to build educators' culturally responsive teaching capacity to support equitable classrooms. The study focuses on the culturally responsive teaching development and decision-making process of a middle school principal, three Language Art teachers, and the culturally responsive teaching influence to create equitable classrooms. The group will work closely, learn together in the professional learning community, and intentionally select and plan diverse and inclusive text and culturally responsive teaching activities. The research participants will use community learning exchange (CLE) protocols to build trust and relationships, first among each other and then with the staff. The principal's culturally responsive teaching development will guide the principal into planning and facilitating a CLE among the group, and eventually, the group will plan and facilitate a CLE with the staff.