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Full text release has been delayed at the author's request until December 18, 2026

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ePedagogy during Crisis: Teachers’ Practices of Cultural Affirmation within Immigrant Classrooms during the COVID-19 Pandemic

Dellarosa, Maretha
http://orcid.org/0000-0002-0811-4331
http://rave.ohiolink.edu/etdc/view?acc_num=osu1669900989570202

Abstract Details

2022, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This study examines teachers’ pedagogical practices that sought to affirm students’ cultural and learning experiences. The work of cultural affirmation seeks to value students’ involvement in education and home knowledge. During the time of crisis (i.e., the COVID-19 outbreak), low-income immigrant students and their parents did not have access to equitable schooling and faced severe economic and health challenges. Drawing upon Culturally Sustaining Pedagogy(CSP)and Critical Race Theory (CRT) as theoretical frameworks, this study sheds light on the importance of practicing cultural affirmation through ePedagogy (i.e., the implementation of affirming students’ cultural and learning experiences during the time of crisis that captures emergency, electronic, equity, empathy) and examines teachers’ rationale for engaging culture in teaching. Crisis Methodology was employed to understand the teachers’ pedagogical practices.The participants included seven teachers with diverse cultural backgrounds who taught immigrant youth in an after-school program in the Midwestern U.S. area. During the COVID-19 pandemic, teachers taught their students virtually to help them with their homework and meaningful lessons that sought to engage students in learning. The research utilized grounded theory and included online interviews, online FGD(Focus Group Discussion), and online observations. In addition, field notes, online journals, and classroom documentations were collected to obtain comprehensive data. The findings demonstrate that ePedagogy offers an advanced form of teaching and creative methods teachers employed in virtual settings. The study also explores teachers’ agencies and commitment to support students that enable them to practice transformative approaches to teaching. Additionally, the study addresses how teachers recognize the isolating effects of online learning on mental health. Valuing cultural affirmation as a pedagogical practice, a recommendation to create online practices to appreciate students’ cultural backgrounds is discussed. Overall, the study demonstrates the critical and creative practices used by teachers to make relevant learning for students.
Binaya Subedi (Advisor)
Adrian Rodgers (Committee Member)
Michiko Hikida (Committee Member)
Melinda Rhodes (Committee Member)
221 p.
Education; Multicultural Education
Teachers; Cultural Affirmation; Culturally Sustaining Pedagogy; Critical Race Theory; Immigrant Students; COVID-19 Pandemic; ePedagogy; Crisis Methodology; Qualitative; Case Study; Pedagogy; Family; Students; Teaching Practices; Multicultural; Online Teaching; Online Research; Online Space; Teaching; Immigrant Families

Recommended Citations

Citations

  • Dellarosa, M. (2022). ePedagogy during Crisis: Teachers’ Practices of Cultural Affirmation within Immigrant Classrooms during the COVID-19 Pandemic [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1669900989570202

    APA Style (7th edition)

  • Dellarosa, Maretha. ePedagogy during Crisis: Teachers’ Practices of Cultural Affirmation within Immigrant Classrooms during the COVID-19 Pandemic. 2022. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1669900989570202.

    MLA Style (8th edition)

  • Dellarosa, Maretha. "ePedagogy during Crisis: Teachers’ Practices of Cultural Affirmation within Immigrant Classrooms during the COVID-19 Pandemic." Doctoral dissertation, Ohio State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=osu1669900989570202

    Chicago Manual of Style (17th edition)

osu1669900989570202
© 2022, some rights reserved.Creative Commons License ePedagogy during Crisis: Teachers’ Practices of Cultural Affirmation within Immigrant Classrooms during the COVID-19 Pandemic by Maretha Dellarosa is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.