Using Collaborative Self-Study Methods to Explore Culturally Responsive Pedagogy in Higher Education
culturally responsive pedagogy, higher education, teaching, teacher education, students, social justice, commitment
This case describes a collaborative self-study of how teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. The purpose of the self-study was to answer the overarching question ‘What does it mean to be a culturally responsive educator in higher education?’ Through an in-depth individual interview with each other and a prolonged discussion about the topic, we determined that defining culturally responsive pedagogy in higher education is difficult, modeling culturally responsive pedagogy and building relationships when enacting our philosophical beliefs are central, and that we faced both tensions and opportunities to continuously evolve as culturally responsive educators. As we were engaged in this collaborative self-study, there were several critical moments that allowed us to re-examine ourselves and grow professionally, to receive support from like-minded colleagues, as well as to recognize some systematic issues that warrant further attention. Furthermore, we identified the key factors that we believe were instrumental in making the collaborative self-study a successful experience.
Digital Object Identifier (DOI)
Citation / Publisher Attribution
Using Collaborative Self-Study Methods to Explore Culturally Responsive Pedagogy in Higher Education, in SAGE Research Methods Cases, SAGE
Scholar Commons Citation
Han, Heejeong Sophia; Vomvoridi-Ivanovic, Eugenia; Jacobs, Jennifer; Karanxha, Zorka; and Feldman, Allan, "Using Collaborative Self-Study Methods to Explore Culturally Responsive Pedagogy in Higher Education" (2017). Department of Curriculum, Instruction, and Learning Faculty Publications. 8.
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