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Running head: THE INTERSECTIONS 1
THE INTERSECTIONS OF CULTURALLY RESPONSIVE PEDAGOGY AND AUTHENTIC
TEACHER CARE IN CREATING MEANINGFUL ACADEMIC LEARNING
OPPORTUNITIES FOR STUDENTS OF COLOR
By
Akilah Karene Lyons-Moore
____________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
July 2014
Copyright 2014 Akilah Karene Lyons-Moore
Object Description
| Title | The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color |
| Author | Lyons-Moore, Akilah Karene |
| Author email | alyonsmoore@gmail.com;alyonsmoore@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2014-03-18 |
| Date submitted | 2014-07-15 |
| Date approved | 2014-07-15 |
| Restricted until | 2014-07-15 |
| Date published | 2014-07-15 |
| Advisor (committee chair) | Slayton, Julie M. |
| Advisor (committee member) |
Crawford, Jenifer Rousseau, Sylvia G. |
| Abstract | Culturally responsive pedagogy and authentic teacher care are designed to help teachers improve the educational experiences and outcomes of students of color. To understand how culturally responsive pedagogy and authentic teacher care are used in the classroom, this study addressed the following research question: How do teachers use culturally responsive pedagogy and an ethic of authentic teacher care to create meaningful academic learning opportunities for students of color from historically marginalized racial and ethnic groups? Conceptualizing meaningful learning according to constructivist and sociocultural learning theories, this multi‐case study examined the classroom interactions, instructional practices, and curricula of two high school teachers and one of each teacher's classes. The data for this qualitative study included teacher interviews, classroom observations, teacher and student created documents, and focus group interviews of Black and Latino students from each class. The findings from the data revealed that the teachers' epistemology and ontology interfered with each teacher's ability to provide culturally responsive pedagogy and an ethic of authentic teacher care that equips teachers with the ability to create the type of learning environments and instructional activities students of color need to have in place in order for meaningful learning to occur. Made visible through this study are the ways culturally responsive pedagogy and authentic teacher care align with constructivist and sociocultural learning theories. This dissertation highlights the need for teachers to embed their practice in constructivism and socioculturalism that will align their practice with cultural responsiveness and teacher care. |
| Keyword | constructivist; culturally responsive pedagogy; learning; socioculturalist; teacher care; teaching |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Lyons-Moore, Akilah Karene |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-LyonsMoore-2693.pdf |
| Archival file | uscthesesreloadpub_Volume14/etd-LyonsMoore-2693.pdf |
Description
| Title | Page 1 |
| Repository email | cisadmin@dots.usc.edu |
| Full text | Running head: THE INTERSECTIONS 1 THE INTERSECTIONS OF CULTURALLY RESPONSIVE PEDAGOGY AND AUTHENTIC TEACHER CARE IN CREATING MEANINGFUL ACADEMIC LEARNING OPPORTUNITIES FOR STUDENTS OF COLOR By Akilah Karene Lyons-Moore ____________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION July 2014 Copyright 2014 Akilah Karene Lyons-Moore |
