Problem Statement
Researchers have long suggested that preservice teachers (PSTs) must consider how best to develop educational experiences that support students’ academic, social, emotional, and behavioral needs incorporating multiple systems, frameworks, and theories relevant to 21st-century communities (Alomary et al., 2017; Barton, 1997; Diaconu et al., 2020; Mitra, 2020; Nilholm & Göransson, 2017; Tsetsi & Rains, 2017; Zhuravskaya et al., 2020). Consequently, such an integrated framework that includes those multiple perspectives could be central to training teachers to meet all students’ academic, social, emotional, and behavioral needs. However, teacher education seemingly lacks such a comprehensive course framework to develop PSTs’ cultural responsive practices blended into the conceptualization, design, and development of an inclusive educational experience (physical or virtual) for all students, a socially just learning experience (Alomary et al., 2017; Barton, L. 1997; Diaconu et al., 2020; Joseph, 2018; Krzywdzinski & Gerber, 2020; Mercader & Gairín, 2020; Mitra, 2020; Nilholm & Göransson, 2017; Stage, & Quiroz, 1997; Valtonen et al., 2020). This lack of comprehensive guidelines hinders PSTs’ ability to develop an inclusive educational experience (physical or virtual), limiting Education’s ability to apply cultural responsiveness into a classroom setting’s diversity (Chappuis & Stiggins, 2020; Mistry et al., 2008; Nilholm & Göransson, 2017). Therefore, a comprehensive, adaptable, and relevant course framework for teacher preparation programs (TPPs) could result in PSTs’ praxis that is applicable in 21st-century education environments (physical or virtual) creating awareness (culturally responsive) of students’ funds of knowledge (i.e., lived experiences and families’ lived experiences).
Purpose
The purpose of this study is two part: First, I will operationalize the term “socially just education for all” and explore what that type of curriculum might include. Second, I will evaluate then the design of a comprehensive course framework in a TPP that is intentionally developed to afford PSTs the opportunity to establish culturally responsive practices to support students’ funds of knowledge. The ultimate goal is that P-12 educators are able to use this framework to facilitate the integration of students’ funds of knowledge into the learning process, perpetuating a socially just education for all. A unified curricular framework could act as a lens through which PSTs could utilize as they develop a mindset focused on culturally responsive practices and fostering educational experiences (physical or virtual) that are effective, efficient, and relevant for 21st-century learning.
- I will use the following research questions to guide my study: 1) What is a socially just education for all? What is the genetic epistemology of a socially just education for all? And 2) What are the experiences of preservice teachers who participate in a comprehensive course framework designed to support the implementing a socially just education for all experience? Below I have included a table that outlines the alignment between my possible research questions, my data sources and acquisition methods, and how I will analyze those data.
Significance
American education’s core tenet is based on diversity, or the complete inclusion of all students’ funds of knowledge (i.e., lived experiences and families’ lived experiences), perpetuating the conceptualization, design, and implementation of a socially just system of education for all. Currently, there is limited framework that allows PSTs the opportunity to develop an awareness of the spectrum of identifiers (biological or social) that is increasingly present in 21st-century P-20 education, embracing the approach to democratic education. The rapid development of information communication technologies (ICTs) has redefined the educational environment, learning process, and various other facets, creating a necessity to develop an awareness of the complexity of the spectrum of diversity. Educators are the stewards of knowledge and must develop an awareness of the complexities of diversity in the P-20 educational environment (physical or virtual). Developing a unified course framework in a TPP allows PSTs to develop a lens of awareness in the current P-20 education environments through a three-phase process, mindset, exposure, and praxis.
The development of a course that focuses on democratic education practices, or culturally responsive practices, allows PSTs to develop a comprehension of historical traits of a socially just education for all. Creating a brave-safe space to allow PSTs the opportunity to inquire about identifiers (biological or social) that impact the eight components of civilization (i.e., cultural, economical, environmental, intellectual, political, social, spiritual, and technological) create an opportunity to develop deeper comprehension, and in-turn spark the journey of self-authorship or the development of life-long learners. The study’s objective is to develop an awareness of the necessity of a comprehensive TPP course framework for P-20 education that allows PSTs to develop the mindset, then develop an awareness of identifiers (biological and social), finally implementation of culturally responsive practices into a lesson plan. Education is a rapidly dynamic environment (physical or virtual), and PSTs must have the necessary tools to navigate the complex P-20 environments. Current societies are dynamic and require a methodology that allows education to be in constant flux and adapt to changing societal dynamics.
Positionally
Self-Authorship is a critical endeavor a researcher confronts when conceptualizing a research study. A researcher realizes that there are always implicit biases, and self-reflection allows the researcher to develop a mindset that comprehends the way perspectives can influence a study’s methodology, participants, data collection, analysis, and explanation. The research must develop, through reflectivity, a process to limit biases to effectively, efficiently, and with fidelity conduct; a study with an insider-outsider approach to research that supports the researcher’s capacity to conceptualize, design, and implement an authentic study. The researcher’s funds of knowledge are the collected experiences (family and personal) that influence a circumstance, conversation, debate, participation in an event, research, or various other topics, and the researcher must implicitly acknowledge personal intersectionality to limit implicit biases.
The researcher’s genetic epistemology (origins of knowledge) is an additional component of potential implicit biases, specifically the theories, frameworks, and external influencers. Praxis in education creates a holistic, practical, and relevant approach to the study, allowing the researcher an opportunity to implement a praxis lens. The researcher’s funds of knowledge in P-20 praxis is divided into three phases, which are: (1) early education, (2) elementary education, (3) secondary education, with additional pathways of higher education and adult education.
Research
Research Approach
The study will utilize a qualitative approach that addresses the observer's location and incorporates a set of material and interpretive practices that make the world observable. Foundations of qualitative research begin with utilizing theoretical frameworks that support the analysis of research inquiry, focusing on the significance of a population's attributions to a problem (Miles et al., 2020). Next, qualitative researchers focus on studying a spectrum of topics in their natural condition, attempting to analyze or interpret the phenomena concerning the human factor (Creswell & Poth, 2018; Miles et al., 2020).
Research Design
This study will use grounded theory since the investigation intends to develop a unified theoretical explanation for a process (Creswell & Poth, 2018). Specifically, the participants will experience the process of the unified theoretical framework that will elucidate the implementation of a course framework in a TPP. The researcher is attempting to systematically develop a unified theoretical course framework in a TPP that allows PSTs the opportunity to develop an awareness of the diversity in the P-12 educational settings (physical or virtual).
Data Gathering
The study will gather qualitative data from participants through a cultural autobiography (pre-self-evaluation), final self-reflection, and discussion threads. The researcher is utilizing theoretical sampling to support the form of the theory (Creswell & Poth, 2018). The process of data collection and constant comparison will allow the researcher to compare emerging categories. The researcher will utilize discriminant sampling to embrace an additional strategy to move toward saturation, evaluating if the unified theoretical framework holds true to additional participants.
Research Participants
The study’s grounded theory approach supports the move towards saturation with 20 to 60 participants. Approximately 100 students are enrolled in Fall 2021 EDU 211 Multicultural Education; the study will utilize a theoretical sampling with EDU 211-01, with an enrollment of 27 students to compile, compute, and analyze the qualitative data representing students’ growth. Discriminant sampling will focus on additional participants from either other current course sections (i.e., EDU 211-02 or EDU 211-03) or the previous semester’s participants in the framework.
Access to Participants
The study will access the participants by the submission of two summative assessments (cultural autobiography and final self-reflection) and eleven formative assessments (discussion threads) in an EDU 211-01 Multicultural Education course. However, to move toward saturation of categorical data, the researcher will access additional participants from either other sections (i.e., EDU 211-02 or EDU 211-03) or previous semester’s participants with the framework.
Foreseen Issues or Difficulties
The study initially evaluated a unified theoretical framework for a course in a TPP for PSTs' opportunity to develop awareness and develop a socially just educational experience for all. Thus, the researcher must bracket implicit theoretical ideas and notions that can affect the participants' reactions, creating artificial results. Furthermore, the researcher will experience the difficulty of saturation when determining categories; therefore, additional data is compiled through discriminant sampling.
Data Analysis
The study’s approach to data analysis is through the method and methodology of grounded theory. This study’s focus on interpretive data allows the researcher to document experiences through the interactions with various communities (Birks & Mills, 2017). The researcher supports Straussian Platonism, based on the truth that we do not know the whole or have a comprehensive, pragmatic account of what is always. The study supports a set of essential grounded theory methods, which are: (1) initial coding and categorization of data; (2) concurrent data generation or collection and analysis; (3) writing memos; (4) theoretical sampling; (5) constant comparative analysis using inductive and abductive logic; (6) theoretical sensitivity; (7) intermediate coding; (8) identifying a core category; and (9) advanced coding and theoretical integration (Birks, & Mills 2017, p 10).