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University of Minnesota

1. Brennan, Melody. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.

Degree: PhD, Teaching and Learning, 2016, University of Minnesota

A large amount of research has been directed at culturally responsive teaching. This thread of educational research to date has largely focused on teachers who serve populations of students marginalized in schools for reasons such as language, socioeconomic status, and/or ethnic and racial diversity. Scholars offer various definitions and labels of culturally responsive teaching, sharing two prominent goals: 1) to support the achievement of all students, and 2) to utilize effective pedagogical practices in a culturally supported learning environment (Gay, 2002; Hollie, 2012; Ladson-Billings, 1994; Nieto, 1996; Villegas & Lucas, 2007). According to Murrell (2009), identity may be influenced by individuals' personal beliefs, reactions to, and impressions of others. The purpose of this study was to better understand how students’ social identities were supported through multimodal teaching practices while being engaged in culturally responsive strategies used in classrooms. I examined specific instructional strategies research identified as supportive instructional practices for diverse classrooms. In this study I also sought to understand the relationship between student expressions of social identities around culturally responsive teaching and multimodality practices. This phenomenological research study used theorists that highlight key ideas of student voice to listen attentively to students’ perceptions (Cook-Sather, 2006), culturally responsive teaching to connect students’ cultural knowledge and prior experiences to develop a caring learning community (Gay, 2010), multimodal instruction using social and cultural resources (Kress, 2009), and phenomenology and intentionality as an invisible thread of connection (Merleau-Ponty, 1964). These theorists guided and supported a post-intentional phenomenological approach (Vagle, 2014) through my exploration of the lived classroom experiences of five third graders and their expressions of social identities through language, stories, and other artistic creations. Through the use of students’ own voices, I accessed the five-component process from Vagle’s (2014) post-intentional phenomenological research design to explore the following three questions: 1) How might expressions of social identities take shape through language, stories, and other artistic creations in a third grade classroom? 2) How do third graders’ narratives express equity within culturally responsive teaching and multimodal learning in classrooms? And 3) What is the relationship between student expressions of social identities around culturally responsive teaching and multimodality practices? Data were collected with a narrative inquiry perspective through classroom visits, observations, co-teaching, and conversations with participants. The data were analyzed using the whole-part-whole phenomenological approach (Vagle, 2014) and following Jackson and Mazzei’s (2011) methodological requirements for using thinking with theory to focus on a specific concept from the work of theorists. With my data, I chose to…

Subjects/Keywords: Culturally Responsive Teaching; Diverse Learners; Instructional Strategies; Multimodal Teaching Practices; Phenomenology; Social Identities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brennan, M. (2016). “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182728

Chicago Manual of Style (16th Edition):

Brennan, Melody. ““Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.” 2016. Doctoral Dissertation, University of Minnesota. Accessed October 14, 2019. http://hdl.handle.net/11299/182728.

MLA Handbook (7th Edition):

Brennan, Melody. ““Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.” 2016. Web. 14 Oct 2019.

Vancouver:

Brennan M. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/11299/182728.

Council of Science Editors:

Brennan M. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182728

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