Nurturing Multiracial Identity: A Community of Practice Approach to Developing Culturally Responsive Pedagogy and Seeking Curriculum Justice for Multiracial Learners

This action research dissertation examines the impact of participation in a community of practice on teachers' beliefs and behaviors regarding the selection of representative curriculum and building culturally responsive pedagogy, especially when considering the growing population of multiracial learners in U.S. classrooms. The study involved 4 English Language Arts teachers in an Upper Elementary School engaging in a comprehensive text audit followed by the application of the critical redesign cycle to modify the curriculum, aiming to better address the needs of multiracial learners. Data was collected through surveys, interviews, and observations over six Community of Practice meetings to assess changes in teachers' perceptions and instructional practices. Findings suggest that collaborative engagement in the Community of Practice led to significant shifts in teachers' understanding of the importance of cultural representation and inclusivity, resulting in a more equitable and responsive curriculum, and more attunement to the identity development experiences of multiracial students. The study highlights the importance of professional learning communities in fostering educational equity and offers practical implications for curriculum development in diverse learning environments.