Term
Summer 8-31-2020
Capstone
Capstone Project
Degree Name
MAT
Abstract
As rural schools in Minnesota are becoming more diverse with every school year, our curriculum must also adapt and change to be more authentic for all of our students. Students need to have a curriculum that is relevant to them, and a classroom environment that allows them to be their authentic selves. In order to do this, teachers need to reflect on their own biases, and see how the curriculum might not be set up for all students to flourish. Culturally Relevant Pedagogy (CRP) is an educational practice that focuses on collective empowerment, and tailoring the classroom environment and curriculum towards equity. This project sought to answer the question, how does culturally responsive pedagogy in the context of rural equity shift the white-centric perspective to more equitable education for all rural Minnesotan students? In order to answer this question, a thorough literature review was conducted. This helped to conclude that rural schools would benefit from culturally relevant pedagogy, though they are often missed in multicultural conversation. The literature also confirmed that critical self reflection is a critical part of culturally relevant pedagogy, especially in areas that might view culturally responsive pedagogy as an urban concept. The capstone project was a website that allowed rural teachers to learn more about culturally relevant pedagogy and related terms, as well as provided teachers with several practices that they could use to implement culturally responsive pedagogy in their own classrooms. The website also featured a forum where teachers can talk about culturally relevant pedagogy, tips and tricks for implementing CRP, and other relevant topics. By having provided this information and these practices, the capstone sought to answer the question, how does culturally responsive pedagogy in the context of rural equity shift the white-centric perspective to more equitable education for all rural Minnesotan students?
Project Type
Website Creation
Recommended Citation
Frenette, Brandon, "Shifting the Perspective: Incorporating Elements of Culturally Responsive Teaching in the Rural Minnesotan Elementary Classroom" (2020). School of Education and Leadership Student Capstone Projects. 541.
https://digitalcommons.hamline.edu/hse_cp/541
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects