The Call for Cultural Responsiveness: Teachersu27 Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula

摘要

The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind (u22Understanding NCLB,u22 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, u26 Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and studentsu27 lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010).This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with studentsu27 funds of knowledge.This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participantsu27 CARE lessons did not represent Gayu27s (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.