ABSTRACT
This paper stories the creation of the Wāhkōhtowin teacher preparation model on Treaty 6 territory in Saskatchewan, Canada. The model was created out of an educational partnership that responded to the teachings of Nēhiyaw (Cree) Indigenous Elders. We describe the theoretical framework of this Professional Development School (PDS) teacher preparation model that is designed to: decolonize teacher preparation in order to foster student learning and engagement;develop Nēhiyaw teacher identity and proficiency;and support reconciliation between Indigenous and non-Indigenous peoples. The foundational constructs of the Wāhkōhtowin model of teacher preparation include: relationality, ceremony, language, and child-centredness. The spirit of Wāhkōhtowin teacher preparation is premised on three intents. Firstly, teacher candidates are encouraged to be free to be themselves and share the gifts they bring to the school setting (tipéyimisowin). Secondly, they are encouraged to -come home' to traditional teachings as they engage in cultural learning and identity formation (kīwēwin). Thirdly, their pedagogical growth and development as teachers is fostered with the focus on relational pedagogies, inclusiveness, and community (mamáwi kiskinomāsowin). We complete our paper by discussing the implementation of the Wāhkōhtowin model. We discuss the ways in which the model has had to shift to be responsive to: the unique relationships and contexts of different school systems;provincial budget cuts;the opportunity to expand the program into secondary schools;working with/through teacher turnover;the provision of language and cultural activities;land-based programming;professional development sessions;differing comfort levels and knowledge regarding Indigenous history and traditions;and the impact of COVID-19. © Society for the Provision of Education in Rural Education. All Rights Reserved.
ABSTRACT
The achievement gap has a long history in the United States of America which is demonstrated by inequitable graduation rates. In the face of the COVID-19 pandemic of 2019, the continued genocide and murder of countless Black and Brown people, civil unrest demonstrated by protests nationally after the execution of George Floyd and countless others, and the continued disparate and inequitable experiences of students, response to the current climate and achievement gap, the New York State Education Department (NYSED) implemented a Diversity, Equity, and Inclusion (DEI) policy (NYSED, 2021). The initiative aimed to change the historical narrative and respond to the current climate by creating atmospheres of learning that are both inclusive and culturally pluralistic (NYSED, 2021). The DEI intends to create experiences for students to be inclusive and represent diversity, and the initiative's success will depend on superintendents.This qualitative study explored the actions of 11 K-12 superintendents across New York State, excluding New York City, as they implement culturally responsive pedagogy and practices in their districts. This phenomenological study uses the theoretical framework of culturally proficient leadership presented by Terrell et al. (2018), which encourages leaders to place themselves on a continuum of cultural proficiency and utilize tools to be culturally responsive leaders. The superintendents participated in semi-structured virtual interviews to uncover the characteristics, actions, and impact of developed cultural proficiency on the implementation of culturally responsive practices and pedagogy in their districts. The superintendents selected for the study implemented the culturally responsive practices and pedagogy prior to the May 2021 New York State Education Department's (NYSED) Diversity, Equity, and Inclusion Policy release.Through data analysis, findings illustrate the superintendents utilize collaborative processes, quantitative and qualitative data, and student-centered decision-making when implementing culturally responsive practices and pedagogy in their districts. To develop both their own and their districts' cultural proficiency, superintendents engaged in a varied menu of learning opportunities that they engage in individually and with their district teams. They further shared that their learning impacted their practices as superintending. The superintendents also valued the role committees and data played in creating, managing, assessing, and sustaining their initiatives. Recommendations for policy, practice, and further study are also proposed to support the success of the New York State Education Department's Diversity, Equity, and Inclusion Policy in school districts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
PurposeThis study aims to use culturally responsive pedagogy as a model to examine teachers' views of the equity implications found within virtual instruction.Design/methodology/approachThe researchers used a descriptive methods design based on survey research employing both fixed (quantitative) and open response (qualitative) options to curate teachers' perceptions of their students' abilities to engage in online learning.FindingsTeachers articulated anxiety for student engagement based on access as well as concerns for student engagement and social emotional learning (SEL) connection. Data point to disparate views of students' abilities to engage in remote learning based on demographic markers. Teachers also noted their own limitations in providing engaging online instruction that was culturally responsive and included social emotional learning (SEL) learning.Originality/valueThis study provided a unique opportunity to explore teachers' perceptions of their students in online learning contexts as well as teachers' perceptions of their own abilities to support diverse students in remote learning. Teachers' responses indicated deficit views of their culturally and linguistically diverse students and signaled awareness of their own limitations in providing online instruction that was culturally responsive and student centered. Study findings point to a need to equip teachers with tools to mitigate systemic inequity in online contexts.
ABSTRACT
The societal disruptions due to the novel coronavirus (COVID-19) pandemic are well noted, especially in the context of science, technology, engineering, and mathematics (STEM) education. Absent a concerted effort to sustain hands-on learning opportunities in STEM amid the crisis, the consequences of COVID-19 may exacerbate existing inequities and racial disparities among youth of color further stratifying the STEM fields. In the current study, we applied a mixed-method descriptive case study design, using online learning theory and culturally responsive pedagogy as our conceptual framework, to describe how participants experienced this camp, held online due to disruptions of COVID-19, in the southeastern region of the USA. We also share findings from the implementation of a justice bots project, which enabled participants to connect social justice and engineering. Participants included middle school youth, undergraduate engineering students, and in-service math and science teachers. Data sources entailed focus groups, pre-post surveys, observations, and artifacts. Our results indicated that participants experienced gains in their communication skills, positive changes in attitudes toward STEM for middle school youth, established meaningful connections, and enhanced their technical knowledge. Middle school youth reported enjoying the online summer camp environment, though they had experienced more than a year of education online. Undergraduate engineering students asserted that it was challenging to communicate coding and other technical knowledge virtually but having to do so strengthened their capacity to teach others while honing their own competencies. Lastly, in-service math and science teachers reported a better understanding of the connection between engineering and social justice based on their experiences in the camp. We conclude this article with implications for engineering education. © 2022, Purdue University Press. All rights reserved.