When considering successful teaching strategies in the context of modern social studies classrooms, it becomes imperative to consider the weight and responsibility of balancing the socio-cultural needs and knowledge of our students with voices and perspectives often left out of our collective understanding of the past. In this brief project, I endeavored to explore the potential of using culturally responsive pedagogical teaching and learning strategies during my student teaching placement in a 9th through 12th grade world history classroom in an alternative education environment. Throughout the targeted 6 week term that this project centered on, I employed varied CRP strategies and recorded my observations, student input, and professional feedback from my mentor teacher and university supervisor.

My research focus for this project sought to analyze the possible benefits and difficulties associated with teaching strategies like CRP in the context of social studies instruction specifically designed with culturally diverse voices, context, and perspectives in mind. While this would present potential challenges for my students given their traditional academic experiences, my focus on CRP strategies would also actively incorporate their perspectives and experiential knowledge to help shape our shared class content and connect more meaningfully with voices from the past.

Exit Requirement

Action Research

Date of Award


Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Melanie Landon-Hays

Committee Member

Mark Wolfe


culturally responsive pedagogy, teaching, action research, planning, instruction



Type (DCMI Terms)

Text; Image; StillImage

Subject Categories

Educational Methods | Secondary Education

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