Abstract
In the vast expanse of educational discourse within public K-12 classrooms, enduring challenges such as inadequate classroom management, disruptive student behaviors, and the persistent struggle for inclusive practices continue to impede student engagement and academic success. These obstacles serve as poignant reasons for a paradigm shift towards nurturing a deeply rooted sense of belonging among students. An element that continues to rise up as panacea to these issues is the concept of belonging. In this context “belonging” indicates a sense of inclusion and connection fostered within educational environments, characterized by equitable valuing of diverse perspectives and active engagement in the learning journey. Cultivating a culture of belonging that positively impacts student success is an ongoing exploration of self and strategies. Students from historically marginalized groups are poised to benefit most from the creation of classroom cultures rooted in belonging. Through this research, a conceptual model was developed that explores the superpower of cultivating belonging in K-12 classrooms. Central to this model is the strategic alignment of teacher positionality, the implementation of responsive classroom management methodologies, and the adoption of culturally sensitive pedagogical approaches. Through a deliberate emphasis on inclusivity and the equitable valuation of diverse viewpoints, educators possess the capacity to construct environments wherein students feel not only enfranchised but also ardently engaged in their educational trajectory. Towards this end, a comprehensive three-pronged strategy for student success emerges: the conscientious positioning of teachers, the masterful deployment of responsive classroom management tactics, and the conscientious embrace of culturally responsive instructional frameworks.
Presenters
Sarah HurdStudent, Masters of Education, Curry College, Massachusetts, United States Amy Leshinsky
Director of Graduate Education and Assistant Professor of Graduate Education, Graduate Education, Curry College, Massachusetts, United States
Details
Presentation Type
Theme
KEYWORDS
Belonging, Positionality, Inclusive Curriculum, Culturally Responsive Teaching, Classroom Culture
