The 4-C’s Model: Care Theory for Culturally Responsive Pedagogy

Abstract

Classroom teachers strive to create environments in which all students have the possibility of success. As schools become increasingly more diversified, research shows that even experienced teachers struggle with the challenges presented by classroom diversity. In this article we propose the 4-C’s Model, a theoretical framework that provides guidance to teachers for implementing Care Theory in their classrooms.  The design of the 4-C’s Model functions as an efficacious, pedagogical, conceptual structure through which the critical components of school Curriculum, professional Competence and Culture are bridged by Care Theory. The 4-C’s Model, as a socio-constructivist framework, supports efforts to create culturally responsive classrooms. The Model operationalizes the notion of a “caring environment” to include cultural and linguistic diversity, as well as effective pedagogy and authentic learning experiences as pathways toward a classroom environment that is inclusive and empowering for all students. This article offers significant pedagogical directions to support educators as they scaffold learners from diverse backgrounds.

Keywords: Care Theory, Culturally Responsive Teaching, Curriculum Design, Diversity, Socio-Cultural Theory

DOI: 10.7176/JEP/13-21-10

Publication date:June 30^th 2022