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WHDL - 00020640

The space between: Examining teachers' perspectives of culturally informed third-space pedagogical practices and their impact on educational equity for marginalized students

Sarah E. Harrison

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Northwest Nazarene University

Description / Abstract

Issues of educational inequity remain salient for U.S. K-12 schools as student populations become increasingly culturally diverse. To dismantle hegemonic educational practices, scholars have promoted Culturally Relevant Pedagogy as an instructional approach for promoting a more inclusive learning space by validating the unique cultural funds of knowledge present within diverse classrooms. Scholarship has also suggested third-space pedagogical practices to encourage academic partnerships despite the competing cultural values present in diverse classrooms, thus developing more equitable, culturally hybrid, co-created learning environments where academic interactions differ entirely from the encounters traditionally experienced by privileged or marginalized cultural groups. However, scholarship provides few practical examples of how to implement culturally relevant third-space instructional techniques, especially in U.S. K-12 environments. As a result of the gap in the literature, this study employed a multiple explanatory case study approach to investigate U.S. teachers’ sociocritical experiences with culturally relevant third-space pedagogical practices in diverse K-12 contexts. Results from this investigation identify examples of educational equity as a result of systemic and micro-thirdspace educator practices. The study also reports both obstacles and supports experienced by third-space practitioners, highlighting the importance of administrator and teacher advocacy in promoting equity for culturally marginalized students. Furthermore, this study identifies equitable third spaces as a product of properly supported Culturally Relevant Pedagogy. Findings from this study add to the literature surrounding culturally relevant, third-space, and equity pedagogy in heterogeneous U.S. K-12 environments and serve to support pre-service teachers, current educators, administrators, and community stakeholders to prepare for, address, develop, and sustain equitable educational opportunities for culturally diverse students.

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Copyright Notes

This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.

KeywordsThird space, Equity pedagogy, Culturally relevant pedagogy, Educational advocacy

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersAmy Ackley, Taylor Rainey

Supervisor or ChairHeidi Curtis

Peer Reviewed?No

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