TY - CHAP
T1 - Using Collaborative Self-Study Methods to Explore Culturally Responsive Pedagogy in Higher Education
AU - Han, Heejeong Sophia
AU - Vomvoridi-Ivanovic, Eugenia
AU - Jacobs, Jennifer
AU - Karanxha, Zorka
AU - Feldman, Allan
AU - Han, Sophia
PY - 2017/1/1
Y1 - 2017/1/1
N2 - This case describes a collaborative self-study of how teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. The purpose of the self-study was to answer the overarching question ‘What does it mean to be a culturally responsive educator in higher education?’ Through an in-depth individual interview with each other and a prolonged discussion about the topic, we determined that defining culturally responsive pedagogy in higher education is difficult, modeling culturally responsive pedagogy and building relationships when enacting our philosophical beliefs are central, and that we faced both tensions and opportunities to continuously evolve as culturally responsive educators. As we were engaged in this collaborative self-study, there were several critical moments that allowed us to re-examine ourselves and grow professionally, to receive support from like-minded colleagues, as well as to recognize some systematic issues that warrant further attention. Furthermore, we identified the key factors that we believe were instrumental in making the collaborative self-study a successful experience.
AB - This case describes a collaborative self-study of how teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. The purpose of the self-study was to answer the overarching question ‘What does it mean to be a culturally responsive educator in higher education?’ Through an in-depth individual interview with each other and a prolonged discussion about the topic, we determined that defining culturally responsive pedagogy in higher education is difficult, modeling culturally responsive pedagogy and building relationships when enacting our philosophical beliefs are central, and that we faced both tensions and opportunities to continuously evolve as culturally responsive educators. As we were engaged in this collaborative self-study, there were several critical moments that allowed us to re-examine ourselves and grow professionally, to receive support from like-minded colleagues, as well as to recognize some systematic issues that warrant further attention. Furthermore, we identified the key factors that we believe were instrumental in making the collaborative self-study a successful experience.
KW - culturally responsive pedagogy
KW - higher education
KW - teaching
KW - teacher education
KW - students
KW - social justice
KW - commitment
UR - https://digitalcommons.usf.edu/cil_facpub_tampa/8
UR - https://doi.org/10.4135/9781473959453
U2 - 10.4135/9781473959453
DO - 10.4135/9781473959453
M3 - Chapter
BT - SAGE Research Methods Cases
ER -