A teacher whose home culture was excluded from school brought her home culture into her teaching so students could express and maintain their identities¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Exclusion of home culture during her own schooling led one teacher to bring her home culture into her teaching so children could express and maintain their true identities rather than be assimilated. → Hulsebosch 1993

Evidence¶

Hulsebosch 1993¶

Hulsebosch, Pat; Koerner, Mari. (1993). What Does Cultural Identity Have To Do with the Preparation of Teachers? Case Studies of "Culturally-Aware" Teachers. https://eric.ed.gov/?id=ED403553

q1 · i? · qualitative · r1

Life-history narrative of Ana Maria Orbe-Lugo, a Chicago public school teacher, describing how returning to her elementary school and finding the same exclusive school culture prompted her to "bring my home culture into my teaching."

"This prompted me to bring my home culture into my teaching as a way of enabling the children to bring their home culture into the school, so they could feel free to express and maintain their true identities, rather than be assimilated."

Discussion¶

Learner Variables¶

• Identity — outcome: instruction changes it

Related Claims¶

• A teacher mentioning her own less-celebrated identities opens the door for students to include their perspectives and identities — related
• Experiences of racism and assimilationist schooling shape teachers' resolve to prevent non-white children's cultures from being overlooked — possibly the same claim (merge candidate)
• The mismatch between school and home cultures disadvantages students for learning, and the disadvantage stems from assimilation rather than diversity — related
• A 1993 case-study paper on culturally aware teachers asserts, without data of its own, that instruction incorporating students' life experiences, language and skills improves academic performance — related
• Cultural processes and forms of epistemic injustice should be taken into account in understanding how inequalities in education are produced and maintained — a broader claim this one bears on
• A regional collective initiative (Teaching is My Favorite Color) provided teachers of color a safe space, belonging, and authentic identity expression — related