Reaching back to reach forward: Using culturally responsive frameworks to enhance critical action amongst educators

Abstract

In this paper, I draw upon salient literature and collective discussions to map a conceptual framework that focuses on foundational understandings and practices needed to prepare majority white preservice teachers for educating the nation’s increasingly diverse student population. The presentation of framework in this piece reflects enhancements through the consideration of language choice and my individual application of Freire and Carlson et al.’s work. I introduce this topic with a brief explanation of culturally responsive practice and its importance in grounding the teaching profession in a concept and exercise to increase equitable outcomes for all students. Secondly, I provide a brief review of the foundational literature considered in mapping the conceptual framework as well as a rationale for the development of the proposed framework. I also employ Freire’s scholarship of consciousness and Carlson et al.’s extension on reflection to underscore the necessity of these abilities in ensuring equitable learning experiences and outcomes for students. Finally, I explore the notion and practice of othering and implications for the design’s use.

Keywords:

• culturally responsive practices and frameworks; preservice educators; critical reflection; othering

Acknowledgement

I acknowledge and thank Dr. David Allsopp for his guidance and continued support in the writing of this piece. I acknowledge and thank Dr. David Allsopp and Dr. David Hoppey for their participation in our collective discussions and for their guidance. I acknowledge Dr. Alta Broughton and Dr. Nicholas Catania for discussions related to the initial iteration of the framework’s development during doctoral studies.

Additional information

Notes on contributors

Ashley L. White

Ashley L. White is an assistant professor at the University of Wisconsin Madison. Her research includes examination of the intersectionality of African American identities and disability across the educational continuum through the consideration of policy and the sociology of race.