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  • University of South Florida Scholar Commons

    Graduate Theses and Dissertations Graduate School

    11-3-2010

    Developing a Culturally Responsive Literacy Pedagogy: Preservice Teachers, Teaching Cases, and Postcard Narratives Annmarie Alberton Gunn University of South Florida

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    Scholar Commons Citation Gunn, Annmarie Alberton, "Developing a Culturally Responsive Literacy Pedagogy: Preservice Teachers, Teaching Cases, and Postcard Narratives" (2010). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/3669

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  • Developing a Culturally Responsive Literacy Pedagogy: Preservice Teachers,

    Teaching Cases, and Postcard Narratives

    by

    Annmarie Alberton Gunn

    A dissertation submitted in partial fulfillment

    of the requirements for the degree of

    Doctor of Philosophy

    Department of Childhood Education and Literacy Studies

    College of Education

    University of South Florida

    Co-Major Professor: Nancy Williams, Ph.D.

    Co-Major Professor: Linda S. Evans, Ph.D.

    James R. King, Ed.D.

    Audra Parker, Ph.D.

    Date of Approval:

    November 3, 2010

    Keywords: teaching cases, culturally responsvie pedagogy, multicultural education,

    empatetic idientiy, case-based instruction

    ©Copyright, 2010, Annmarie A. Gunn

  • DEDICATION

    I dedicate this dissertation to my family. First, to my husband Scott, for the love

    and support you provided throughout this process; I am eternally grateful. Our two

    toddlers, Matthew and Lance, who were both born during my doctoral program, I thank

    you both for your unconditional love. To my mother and father, thanks for your constant

    support through all of my endeavors, especially the 13 years of college you have

    encouraged me through! Finally, to my sisters Laura and Donna, thanks for listening to

    my breakdowns and encouraging me to keep one foot in front of the other.

    I also dedicate this dissertation to “Dr. Grace.” Her devotion to teacher education

    and her preservice teachers is an inspiration to me.

  • ACKNOWLEDGEMENTS

    This moment would not have been reached without the support of numerous

    professors, colleagues, and friends. Thank you to all of you, your love and support helped

    me reach my goal.

    Thank you to my major professors, Dr. Linda Evans and Dr. Nancy Williams.

    They are my mentors, professors, and friends. I will always be grateful for your

    guidance, knowledge, and support. To Dr. Audra Parker, thank you for your dedication to

    helping me stay organized and providing me with an opportunity to learn from, and study

    with you. Dr. Jim King, I took for my first doctoral level class with you and it opened my

    mind to a new way of thinking; thank you for encouraging me to explore new ideas and

    theories.

    To my fellow doctoral students, I will always be grateful for your support and

    friendship. Thank you to James Welsh, Barbara Peterson, and Aarti Bellara for the hours

    you dedicated to helping me. Thank you to Monica Nannis for proof reading every page

    of my dissertation and finally to all my friends for the love and support you provided.

  • i

    TABLE OF CONTENTS

    LIST OF TABLES ...............................................................................................................v

    LIST OF FIGURES ........................................................................................................... vi

    ABSTRACT ...................................................................................................................... vii

    CHAPTER I .........................................................................................................................1

    Background ..............................................................................................................1

    History of US Immigration ..........................................................................1

    Education and the Demographic Shift .........................................................3

    Diversity in Florida ..................................................................................... 4

    Diversity and the Teaching Profession ....................................................... 4

    The Achievement Gap .................................................................................5

    Multicultural Education ...............................................................................5

    Culturally Responsive Pedagogy .................................................................7

    Theoretical Framework ............................................................................................9

    Critical Inquiry and Teaching Cases ......................................................................11

    My Experiences .................................................................................................... 12

    Purpose of the Study ..............................................................................................13

    Research Questions ................................................................................................14

    Potential Limitations ..............................................................................................14

    Terminology ...........................................................................................................16

    Ethnicity .....................................................................................................16

    Terms .........................................................................................................16

    CHAPTER II ......................................................................................................................19

    What is Culturally Responsive Teaching? .............................................................21

    Terms ...................................................................................................21

    Culturally Responsive Teachers ................................................................23

    Culturally Responsive Pedagogy in Higher Education ..........................................25

    Preservice Teachers ...................................................................................27

    Self sociocultural consciousness .......................................................27

    Whiteness ..........................................................................................29

    Empathetic identity ...........................................................................31

    Literacy and Culture ............................................................................................32

    Funds of Knowledge ..................................................................................34

    Teaching Cases ....................................................................................................36

    History........................................................................................................37

  • ii

    Definition ................................................................................................. 37

    Rationale for Teaching Cases in Preservice Teacher Education ...............39

    Problems with Cases ..................................................................................42

    Teaching Cases with Diversity Issues .................................................................43

    Advantages of Cases with Diversity Issues ...............................................43

    Research on Teaching Cases and Diversity Issues ....................................45

    Theoretical Frame ................................................................................................49

    Sociocultural Theory (SCT) .......................................................................51

    Zone of Proximal

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