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Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women.

Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives.

Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry.

Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives.

This paper aims to examine preservice teachers' understanding of culturally responsive teaching and the use of technology to deliver pedagogical information and facilitate inquiry.

The study in this paper blended qualitative methods, specifically grounded theory within a framework of narrative inquiry. The study is situated within a theoretical framework related to the use of storytelling for teaching and research and of the use of web‐based technologies to deliver instruction and conduct research. An online fictional story was used to initiate dialogue about culturally responsive teaching, provide a framework for organizing ideas and reflecting, and encourage participants to tell their own stories.

Findings indicate that the use of online fiction effectively facilitated participants' reflection and communication of their thoughts and levels of awareness and understanding, thereby facilitating data collection.

Limitations include possible researcher bias, participant honesty, short duration of the study, and the scope of the study.

This paper demonstrates the practical value of combining technology and fictional storytelling to promote and examine awareness of culturally responsive teaching in pre‐service teachers.

The findings of this paper are significant in their relevance to preparing future teachers for diverse classrooms, a critical factor in eliminating inequities, cultural misunderstanding, and prejudice in society.

The unique use of technology and narrative in this paper is significant to teacher educators who seek ways to engage preservice teachers in sensitive topics and to facilitate research on their understanding. The use of narrative is unique in this paper because it is initiated with a fictional story which is then revised to include participants as characters in the final chapter.

Culturally responsive teaching is widely recognized as beneficial to students, especially those from historically marginalized communities. The social studies literature includes many studies of what culturally responsive teaching looks like in practice and how it can be taught to pre-service teachers. However, little is known about how in-service social studies teachers advance their knowledge and skills in this area. Studies of professional development (PD) suggest action research is a powerful format for teacher learning, but few closely examine the specific mechanisms through which action research fosters culturally responsive teaching.

This qualitative case study of three secondary social studies teachers draws on the following data: two in-depth interviews with each teacher, audio recordings of action research meetings, project artifacts and field notes. Data were analyzed through multiple rounds of inductive and deductive coding using a codebook developed by a diverse group of researchers. The teacher participants reviewed and confirmed the findings.

All three teachers expanded their use of culturally responsive social studies instruction through systematic inquiry into their own interactions with students. The action research process fostered this growth through the following specific mechanisms: reflecting and reading independently, using data to strengthen relationships and leveraging a structure for addressing race and power in the curriculum.

This study illustrates how teacher action research can foster culturally responsive teaching by allowing educators to self-direct their own critical reflection and data gathering on inequities in their schools. It can also provide a structure for elevating histories that have traditionally been marginalized in standardized curricula.

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and practice. Thematic analysis of lesson plans and clinical reflections indicated successful proponents of CRT critically analyzed their curriculum, explored the diverse needs of their students, and engaged learners in culturally appropriate social studies pedagogy. Findings also showed that unsuccessful CRT was characterized by a lack of content knowledge, resistance from the cooperating teacher, and a reliance on the textbook materials.

The purpose of this paper is to describe culturally responsive methodology as a way to develop researchers. The aims is to illuminate the dimensions of culturally responsive methodology such as cultural and epistemological pluralism, deconstruction of Western colonial traditions of research, and primacy of relationships within culturally responsive dialogic encounters. An overarching question is: “How can we maintain the original integrity of both participants and researchers and their respective cultures and co-construct at the same time something new?”.

Five case study narratives are described in order for readers to understand the range and types of studies that have been undertaken within a culturally responsive framework. The contributors represent emerging as well as veteran researchers, Indigenous as well as non-Indigenous cultures, practitioners (i.e. teachers in the school systems) as well as teacher educators (i.e. that is teachers within colleges and universities).

The major issues raised in this paper (knowing one's self and being willing to develop new methodologies) can help to inform those who aspire to research “with” rather than “on” Others.

This paper offers an ontology that is not framed from western traditions. Using reflexivity, criticality, and other epistemological links, the authors show methodological negotiators who invent, craft, personalize, and navigate their methodology and methods specific to the context and participants with whom they are working. They challenge unexamined assumptions in research methods. It is hoped that this paper can contribute a more respectful and humble way of working with all peoples.

This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.

Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work.

Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued.

This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine inquiry-based teaching and learning in international contexts. Respectively from the USA, Canada, Taiwan, and China, the main research question is, “How can we develop an inquiry stance in our similarly diverse teacher candidates?” For five months, they explore the question with one another in an interactive online journal. The analysis of their written journal reflections result in four main themes: (1) naming and framing inquiry and context, (2) perspectives on translating theory to practice, (3) common practices for developing inquiry stance, and (4) policy work. The chapter concludes with a list of recommendations for fostering inquiry-based teaching and learning with culturally, ethnically, and linguistically diverse teacher candidates. Self-study research methodologies, Philosophy for Children, and online journaling are also suggested as professional development models for diverse globalized teacher educators.

This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences.

The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching.

Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps.

Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning.

Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.