Faculty perceptions and action in implementing culturally responsive pedagogy in higher education classrooms
department or school: Education, Faculty of
department or school: Education, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Lacey, Sajni
issued: 2024-05-30T16:00:58Z
issued: 2024
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: The literature on Culturally Responsive Pedagogy [CRP] in higher education has focused on the United States, discipline-specific, pre-service teachers, and professional development demonstrating the need for more tangible approaches to doing CRP within undergraduate classrooms. To address these needs this qualitative study explored the practices and reflections of CRP among 12 instructors at a medium-sized post-secondary institution in Canada. Through semi-structured interviews and document analysis questions about how CRP is being applied in the classroom, what makes a culturally sustaining classroom, how were these practices developed, and what is generalizable from these approaches across disciplines were explored. Results indicated that practices around developing and facilitating student autonomy, flexibility in assignments, articulation and engagement with both student and faculty identities within the context of the course, seeing teaching as an opportunity for mutual learning between students and instructors, along with practices to develop the relationship between students in the class and the instructor, all worked to incorporate CRP into teaching at the undergraduate level. Discussions and reflections on the interviews and documents demonstrated the role of compassion and transparency in the work of CRP in the classroom.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/88385
note: i FACULTY PERCEPTIONS AND ACTION IN IMPLEMENTING CULTURALLY RESPONSIVE PEDAGOGY IN HIGHER EDUCATION CLASSROOMS by Sajni Lacey B.A. Huron University College – Western University, Ontario, Canada, 2011 M.L.I.S. Western University, Ontario, Canada, 2014 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (Education) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) May 2024 © Sajni Lacey, 2024 ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis entitled: Faculty perceptions and action in implementing culturally responsive pedagogy in higher education classrooms submitted by Sajni Lacey in partial fulfillment of the requirements of the degree of Master of Arts . Dr. Catherine Broom, Okanagan School of Education Supervisor Dr. Karen Ragoonaden, Okanagan School of Education Supervisory Committee Member Dr. Peter Arthur, Okanagan School of Education Supervisory Committee Member Dr. Jannik Eikenaar, School of Engineering University Examiner iii ABSTRACT The literature on Culturally Responsive Pedagogy [CRP] in higher education has focused on the United States, discipline-specific, pre-service teachers, and professional development demonstrating the need for more tangible approaches to doing CRP within undergraduate classrooms. To address these needs this qualitative study explored the practices and reflections of CRP among 12 instructors at a medium-sized post-secondary institution in Canada. Through semi-structured interviews and document analysis questions about how CRP is being applied in the classroom, what makes a culturally sustaining classroom, how were these practices developed, and what is generalizable from these approaches across disciplines were explored. Results indicated that practices around developing and facilitating student autonomy, flexibility in assignments, articulation and engagement with both studen…
has type: Thesis/Dissertation
date issued: 2024-09
is shown at: 10.14288/1.0443815
language: eng
degree discipline: Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Broom, Catherine
type: Text
identifier URI: http://hdl.handle.net/2429/88385