CULTURALLY RESPONSIVE/SUSTAINING PEDAGOGY DISRUPTED? REPOSITIONING K-12 EDUCATION IN AN UNCERTAIN TIME

Abstract Based on a multiple case study design, this study sought to examine to what degree the COVID‑19 pandemic disrupted teachers’ ability to implement culturally responsive/sustaining pedagogy (CRSP), and how the teachers adapted their teaching during the pandemic. The participants were four P–6 teachers drawn from an urban district in the northeastern United States. We used sociocultural and critical sociocultural perspectives as our theoretical frameworks. Data sources included teachers’ biweekly lesson reflections, questionnaires, and focus group interviews. Data were analyzed using thematic analysis. The findings indicate that during the pandemic there were massive disruptions to teaching and learning, instructional delivery methods and routines, assessment, student engagement, and classroom community. However, despite the challenges, participants were still able to enact CRSP within their unique contexts. Participants focused on building relationships and supporting social‑emotional learning, including by conducting home visits to support students and their families. We suggest a need to prepare teachers and schools for crisis education, disrupt the concept of learning space, and reposition K–12 education post pandemic.