Inclusive education practices for a culturally responsive teacher education program

Abstract

The purpose of this article is to provide a reflective discussion, using a case study as a teaching and learning strategy to improve academic learner performance. Guided by the social constructivism paradigm and using critical race theory (CRT) as a theoretical framework that places race at the center of educational research and discourse, we provide conditions for the successful implementation of the case study as a teaching and learning strategy for culturally responsive, inclusive education that may improve academic learner performance for indigenous students. After receiving an Institute for Museum and Library Services (IMLS) Laura Bush 21st Century Librarian Program grant, one institution provided distributed, community-based instruction to rural areas and fostered a community of practice to support pre-service school library teachers. This article presents approaches and assessments based on the program that incorporated a culturally responsive pedagogy in its specialized curriculum and created information literacy resources to improve student success in racially diverse and economically disadvantaged northeast Oklahoma schools and communities. The article further reviews factors that influenced learning and teaching in this program. Significant contributions include the creation of a unique program that provides a framework for practicing professionals in K-12. Curriculum, resources, and information literacy tools are made available to help sustain educational efforts for those who serve in similar communities. The planning, design, development and distribution of digital format information literacy modules address education-based needs to enhance information literacy skills, to incorporate “faces of diversity” that help targeted viewers personally relate more positively to the learning experience, and to deliver current “standards based” training resources. Lesson plans and learning resources created during and after the program can continue to provide opportunities for cross-cultural dialogue between Indigenous and Non-Indigenous educators in shared study, mentoring, and faculty/teacher training.