This study aims to describe the actions and pedagogical practices of an elementary school educator that foster inclusivity, empathy and understanding among students in her linguistically, racially and ethnically diverse third grade urban classroom.
Using a case study design, this study draws on direct classroom observation, teacher debriefs and student work gathered over the course of one academic year to uncover the story of an educator’s pedagogical and instructional practices.
The findings demonstrate an authentic embodiment of a multicultural, culturally relevant educator evidenced by Ms Hill’s actions, informed by her philosophy as an educator. She crafted a challenging curriculum that promoted academic literacy while simultaneously cultivating communal and cooperative learning coupled with identity development.
This paper contributes to the field of multicultural education practice and research by describing pedagogical practices that engage students in cross-cultural identity development and foster a classroom community that promotes inclusivity and understanding.
