Bilingual, Multilingual, and Multicultural Education Commons^™

Teacher Perceptions Of Ability In Implementing A Culturally Responsive Educational Practice For Culturally Linguistically Diverse Students With Dis/Abilities, Melanie Ziebatree

Dissertations

All children in the United States have the right to an equitable education, regardless of gender, religion, class, race, culture, language, or dis/ability. The literature demonstrates that financial, educational, and legal outcomes are disproportionately negative for those students falling outside of white able-bodied norms and that educational institutions often perpetuate exclusive policies and practices that disproportionately impact culturally linguistically diverse students with dis/abilities. A critical examination of the sociopolitical and contextual factors that fortify the barriers faced by marginalized groups highlights the need for a culturally responsive approach to educating students with multidimensional identities.

To serve the needs resulting from …

Cultural Identity Silencing Of Native American Identity In Education: A Descriptive Phenomenological Investigation, Katheryne Leigh

Dissertations

Native American Nations have been subjected to colonialism for centuries the impact of which led to further traumatic events and disparities. Although recent scholarship has investigated possible relationships between traumas experienced in education and issues such as depression, substance use, poor academic achievement, and suicide, there remained a need for qualitative studies exploring the phenomenon from the voice of the experiencer. The purpose of this study was to investigate the phenomenon of cultural identity silencing of Native American identity in education. Eight young adult self-identified Native American/Alaskan college students between the ages of 18-25 who experienced cultural identity silencing in …

Creating An Interactive Virtual Community Of Linguistically And Culturally Responsive Content Teaching For English Learners In A Tesol Program, Sujin Kim, Kim Song, Sarah Coppersmith

Educator Preparation & Leadership Faculty Works

This qualitative case study was framed by an experiential learning approachorganized around video resources and linguistically and culturally responsivecontent teaching. The study explored an overarching research question: How didteacher-learners in a grant project interact with a multimedia learning platformthat combined teaching video and VoiceThread presentation, called VT project,designed to enhance their linguistically and culturally responsive content teaching(LCRCT) for English learners (ELs)? Data included participants’ VT projects,online and face-to-face class discussions, survey results, and final reflective papersin two TESOL courses as part of a National Professional Development grantprogram in a Midwestern University. Analyses demonstrated that the technologyassistedcourse design generally promoted a …