Location

Online - Session 1A

Start Date

4-21-2021 10:50 AM

Major Field of Study

Education

Student Type

Graduate

Faculty Mentor(s)

Jennifer Lucko, Phd and Rosemarie Michaels,EdD

Presentation Format

Oral Presentation

Abstract/Description

Culturally responsive pedagogy (CRP) is a teaching approach that can be utilized to improve academic outcomes among diverse student populations. Currently, however, there is a lack of research examining why some teachers struggle to implement CRP, particularly in educational contexts beyond the U.S. This study examined why there is a lack of implementation of CRP within combined schools in the Kavango East region of Namibia. More specifically, this study assessed the role of CRP within Namibian English Second Language (ESL) classrooms and examined how the experiences of ESL teachers affected their ability to implement CRP. In addition, this study explored the ways in which Namibian ESL teachers might ultimately leverage existing assets in their schools and communities to assist in the implementation of CRP.

Data was collected from ESL teachers through the use of questionnaires, individual interviews, and focus group discussions. The findings of this study highlight the lack of knowledge and implementation surrounding CRP, as well as the many challenges that either shape or restrict teachers’ approaches to teaching. Common challenges included the low/varied academic level(s) of their learners, lack of resources, and overcrowding in classrooms. However, findings from the study also suggest that many of the challenges faced by Namibian teachers could be mitigated by the leveraging of previously unidentified and under-utilized assets. In a similar way, these assets could also be leveraged to support the development of CRP in Namibia.

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Apr 21st, 10:50 AM

Implementation of Culturally Relevant Teaching in Namibian Classrooms: Understanding Impediments and Identifying Assets

Online - Session 1A

Culturally responsive pedagogy (CRP) is a teaching approach that can be utilized to improve academic outcomes among diverse student populations. Currently, however, there is a lack of research examining why some teachers struggle to implement CRP, particularly in educational contexts beyond the U.S. This study examined why there is a lack of implementation of CRP within combined schools in the Kavango East region of Namibia. More specifically, this study assessed the role of CRP within Namibian English Second Language (ESL) classrooms and examined how the experiences of ESL teachers affected their ability to implement CRP. In addition, this study explored the ways in which Namibian ESL teachers might ultimately leverage existing assets in their schools and communities to assist in the implementation of CRP.

Data was collected from ESL teachers through the use of questionnaires, individual interviews, and focus group discussions. The findings of this study highlight the lack of knowledge and implementation surrounding CRP, as well as the many challenges that either shape or restrict teachers’ approaches to teaching. Common challenges included the low/varied academic level(s) of their learners, lack of resources, and overcrowding in classrooms. However, findings from the study also suggest that many of the challenges faced by Namibian teachers could be mitigated by the leveraging of previously unidentified and under-utilized assets. In a similar way, these assets could also be leveraged to support the development of CRP in Namibia.