Culturally relevant pedagogy: an action research approach for addressing discipline disproportionality

This action research case study considers the causes for discipline disproportionality at Eastside Elementary as examined through the lens of Culturally Relevant Pedagogy. Culturally relevant pedagogy requires teachers to address their own biases while also considering the cultural norms and backgrounds of students to inform their teaching and classroom management techniques. In this research, participants are engaged in a teacher learning community as a method for preparing teachers to equitably teach all students. In order to gain a deeper understanding of culturally relevant pedagogy and its impact on school and classroom environments, this research asks the following questions:1. How can a professional learning community focused on cultural responsiveness influence teachers views of their own practices and beliefs? 2. How does participation in the professional learning community influence teachers growth as culturally proficient practitioners?3. How does participation in the professional learning community influence teachers understanding of key factors and enduring understandings of culturally responsive classroom management?