Cultural Care and Inviting Practices: Teacher perspectives on the influence of care and equity in an urban elementary school

Abstract

The study investigates the perspectives of five educators on the influence of cultural care and invitational education (IE) through qualitative participatory action research (PAR). Invitational education is a theoretical framework that facilitates a positive learning environment and encourages individuals to reach their unlimited potential. Like IE, cultural care is a theory of practice that uses a social-emotional approach for school improvement. However, cultural care considers race and culture as fundamental to promoting outcomes for all students. In connection to IE, cultural care is a strengths-based approach to encourage and produce positive outcomes and promotes a strong consideration to race and culture. The study examined teacher practices and perceptions to evaluate the influence of invitational practices and cultural care. Data were analyzed through two theoretical frameworks, invitational education and culturally responsive pedagogy. Themes were derived from analyses of data collected through interviews pre- and postintervention implementation, recorded observation notes, and artifacts. Findings indicated that inviting practices and cultural care positively influenced the climate of the learning environment, affirmed the importance of teachers listening to students with intentionality, and highlighted the need for educators to recognize students’ basic and academic needs. These needs acknowledged student presence, behavior, and growth from a strengths-based approach. The participant educators reported a shift towards a positive learning environment. Recommendations for practice include establishing site-based equity teams and implementing professional learning communities to enhance teachers’ professional development. Keywords: invitational education, culturally responsive pedagogy, cultural care, school climate