R.E.D. Alert: Relationships, Equity, and De-escalation: How Teachers Describe and Demonstrate a Culturally Appropriate Pedagogy of Relationships
April 18th 9:30
This Dissertation Research Project (DRP) explored teacher beliefs and practices regarding Relationships, Equity and De-escalation in a public school that is experiencing rapid growth in their Latino student population. Informed by critical race theory, the researcher investigated if teacher beliefs demonstrate a culturally appropriate pedagogy of relationships with their minoritized and White students. Teachers were interviewed, and the restorative practice observational tool developed by Cavanagh (2007) was used to analyze and interpret observational data from classrooms observations. The purpose of this work is to begin to shed light on how teachers experience and form classroom relationships, approach discipline and learning, and incorporate student’s cultural identity in learning. These insights ultimately informed a needs analysis for the school.