In Search of Cognitive Justice: One District’S Approach to Implementing Culturally Responsive Practices

This action research study examined district leaders' approach to integrating culturally responsive practices into classrooms in a medium-sized urban Connecticut public school system. The framework for this study was supported by two theories: transformative learning and culturally responsive pedagogy. Following a case study model of design, the project focused on the work of the Supervisor of Professional Learning and the Department Supervisor for English Language Arts (ELA) as they provided training, support, and resources to the Grade 7 team. Two research questions guided this study: (1) What successes, if any, did district leaders experience in implementing culturally responsive teaching practices into middle school ELA classrooms using the Universal Design for Learning (UDL) framework? and (2) What challenges did the district leaders face as a part of the implementation process? The findings indicated several successes: teachers established high expectations for learning, built student capacity, developed strong classroom relationships, incorporated funds of knowledge into classroom content, improved executive functioning, planned to address individual needs, and worked to develop expert learners. The data also showed three challenges: outside influences negatively impacted expected planning time; teachers were hesitant to relinquish classroom control, and the team continued to request quick-fix strategies. The researcher concluded that while educators have the knowledge and the tools to do so, leaders will need to spend additional time on this initiative to ensure that teachers continue to use UDL as an instructional framework for implementing culturally responsive pedagogy.