Bringing together a harmony of voices: Using the Inside-Out strategy as a culturally responsive approach to intertwine knowledge from self, peer, and text

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dc.contributor.authorMyers, Aimée
dc.contributor.authorHightower, Jessica
dc.creator.orcidhttps://orcid.org/0000-0002-2595-1262
dc.date.accessioned2023-05-25T18:23:39Z
dc.date.available2023-05-25T18:23:39Z
dc.date.issued2019
dc.descriptionArticle originally published in English in Texas, 49 (1), 19-23. English. Published 2019. https://eric.ed.gov/?id=EJ126224 Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23
dc.description.abstractCulturally responsive teaching is often nebulous and challenging for many to integrate in an effective and intentional way. As novice teachers, we struggled with developing tangible ways to actualize culturally responsive teaching. However, through our combined experiences and research, we have gained a better understanding of culturally responsive teaching and ways to apply the concept. We hope to support other teachers who are looking for practical tools for their culturally responsive toolbox. In this article, we introduce an instructional strategy, called InsideOut, that has benefited us within our own culturally responsive approaches. By utilizing Inside-Out, teachers can use student prior knowledge and lived experiences as resources to bridge together the multiple diversities of the classroom community. For teachers to be culturally responsive to their students, it is important that students become funds of knowledge, and their voices become an essential component to the classroom curriculum. Inside-Out supports students as funds of knowledge by merging three key sources of knowledge: self, peer, and text. Through these multiple viewpoints, our classrooms can be transformed from a predisposed silo of information to an inclusive opus full of multiple harmonies.en_US
dc.identifier.citationThis is a published version of an article that is available at: https://eric.ed.gov/?id=EJ1262247. Recommended citation: Myers, A., & Hightower, J. (2019). Bringing together a harmony of voices: Using the Inside-Out strategy as a culturally responsive approach to intertwine knowledge from self, peer, and text. English in Texas, 49 (1), 19-23. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/15069
dc.identifier.urihttps://eric.ed.gov/?id=EJ1262247
dc.language.isoen_USen_US
dc.publisherTexas Council of Teachers of English Language Artsen_US
dc.subjectCulturally responsive teachingen_US
dc.subjectFunds of knowledgeen_US
dc.subjectDiversityen_US
dc.subjectStudent voiceen_US
dc.titleBringing together a harmony of voices: Using the Inside-Out strategy as a culturally responsive approach to intertwine knowledge from self, peer, and texten_US
dc.typeArticleen_US

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