Work

Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany

Year: 2024

Type: article

Abstract: Culturally responsive teaching (CRT) is viewed to promote equity, yet critics argue it may be tokenistic, resembling liberal multiculturalism without encouraging critical thinking and anti-racism. Seeking to understand CRT complexities, a multiple case study design including structured observations and interviews with five secondary school teachers in Germany, explored the interplay of CRT practices, teacher beliefs, and microaggressions. CRT practices varied, while teachers perpetuated deficit- and racist ideologies and often overlooking structural causes. Classroom microaggressions perpetrated by teachers went unrecognized (as problematic) in post-interview reflections. Our research emphasizes the need to reposition critical thinking as its foundation for promoting equity in classrooms.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104772

Authors: Judith Kehl, Priscilla Krachum Ott, Maja Schachner, Sauro Civitillo

Institutions: Martin Luther University Halle-Wittenberg, Utrecht University

Language: English

Topic: Critical Race Theory in Education

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $2,770