Sustaining culture, expanding literacies: Culturally relevant literacy pedagogy and gradual release of responsibility

Jennifer D. Turner, Chrystine Mitchell

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms. Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated. Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning. Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness

Original languageEnglish (US)
Title of host publicationLiteracy Research, Practice and Evaluation
PublisherEmerald Group Publishing Ltd.
Pages229-244
Number of pages16
DOIs
StatePublished - Jan 1 2019

Publication series

NameLiteracy Research, Practice and Evaluation
Volume10
ISSN (Print)2048-0458
ISSN (Electronic)2048-0466

All Science Journal Classification (ASJC) codes

  • Education

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