Problematizing Niceness

Abstract

Culturally responsive teaching (CRT) advocates for “teaching to and through” cultural diversity to improve learning, build relationships, mediate classroom power imbalances, and challenge stereotypes and prejudices. Despite the plethora of research on CRT in the K-12 environment, there is a lack of research regarding how higher education faculty enact these practices. To address this disparity, an intentional learning community of teacher educators at a university in the US South conducted a self-study to identify areas in which they enact CRT. The authors used a qualitatively oriented, embedded mixed methods design using the culturally responsive teaching self-assessment tool (CRTA) and conversational interviews as data which were then descriptively and inductively analyzed, respectively. The analyses identified three major themes: (a) the impact of course delivery and content on the implementation of CRT, (b) the prevalence of niceness as an obstacle to CRT, and (c) the power of reflection for increased awareness and long-term change.