Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19

Authors

  • Min Mize Winthrop University
  • Crystal Glover Winthrop University

DOI:

https://doi.org/10.18251/ijme.v23i1.2559

Keywords:

COVID-19, culturally responsive teaching, culturally sustaining pedagogy, curriculum reframing, cultural competence

Abstract

This article sheds light on the challenges that Black, Indigenous, and students of color in the U.S. face in dealing with uncertainties and prejudice caused by the worldwide pandemic. It provides recommendations on culturally relevant, responsive, and sustaining teaching strategies based on the cultural competence model (Pedersen, 1994; Sue, 2001; Sue et al., 1992;) and curriculum reframing. Teachers of Black, Indigenous, and students of color around the world will find this article particularly useful because there are limited research-based recommendations applicable to schools in the U.S. and around the world.


 

Author Biographies

Min Mize, Winthrop University

Dr. Min Mize is an Assistant Professor in Special Education and Education Core in the Richard W. Riley College of Education at Winthrop University. Her main areas of research focus on inclusive education for diverse learners and technology-assisted interventions for students with disabilities. She previously worked in an inclusive classroom setting in a public elementary school as a full-time teacher for five years and also worked as a Clinical Faculty for three years.

Crystal Glover, Winthrop University

Dr. Crystal P. Glover is an Associate Professor in the Richard W. Riley College of Education at Winthrop University. Dr. Glover teaches several courses in the Early Childhood program including: Early Childhood Foundations, Early Childhood Math, Home-School-Community Partnerships with Diverse Families and many others. She also serves as a Winthrop Faculty in Residence at Ebinport Elementary School in Rock Hill, SC. Dr. Glover is actively involved in the local, state, and national field of early childhood. She serves as co-editor for the journal Provocations and Perspectives, a national publication of the Early Childhood Education Assembly of NCTE. Her research interests include working with children and families of low wealth, culturally responsive and sustaining early literacy instruction, culturally responsive and sustaining teacher preparation, and the retention of teachers in high-needs schools. 

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Published

2021-04-30

How to Cite

Mize, M., & Glover, C. (2021). Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19. International Journal of Multicultural Education, 23(1), 162–173. https://doi.org/10.18251/ijme.v23i1.2559

Issue

Vol. 23 No. 1 (2021): Open Theme Issue

Section

Praxis Articles (Peer-reviewed)