Exploring Secondary Teachers' Needs and Values in Culturally Responsive Teaching

Value sensitive design (VSD) is a methodology that focuses on examining potential stakeholders' values and establishing designers' values of ethical imports in designing a technological system. While this approach provides effective ways to incorporate users' values in technology design, understanding teachers' values in culturally responsive teaching (CRT) poses unique challenges due to their interactions with students' cultural identities, school environments, and community contexts. This complexity makes it difficult to apply VSD in understanding teachers' values on CRT; rather, the values need to be examined in relation to different educational contexts in which the teachers are situated. This preliminary study uses a design mock-up of a low-fidelity cultural tool to elicit teachers' needs and values on CRT and analyzes them against various contexts. The results of the preliminary interview analysis provide an initial understanding of how needs, values, and educational contexts are intertwined.

In Companion of the ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW '22)
Taylor Stevens
Olga Gkountouna
Myeong Lee