Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community.

To respond to calls for more research on culturally relevant science teaching, we present findings from one middle school science teacher's practices in an effort to contribute to this research. We describe how a discussion lab centered on Derrick Bell's (1992) short story The Space Traders was purposively included in a lesson on scientific bias to engage middle school students in thinking about bias in larger societal contexts and in their own lives. We review literature in the growing field of culturally relevant science teaching as building on Ladson-Billings's (1995a, 1995b conception of culturally relevant pedagogy. We then describe the context and method of our study and present findings drawn from multiple data sources. We close with a discussion aimed at both practicing teachers and teacher educators.

Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately in P-12 classrooms. These policies suggestions include (1) Reform the curriculum of teacher education to emphasize a deeper study of race; (2) Reform the curriculum of teacher education to emphasize a deeper study of poverty; and (3) Reform the curriculum of teacher education to emphasize a deep study of the nexus between race and poverty. The authors conclude with the observation that although teachers and teacher educators tend to have good intentions, those intentions too often fail to meet the needs of Black and Brown students or students living in poverty.Keywords Race Á Poverty Á Teacher education Á Student learning Á Policy Á PracticeIn this article, we use critical race theory (CRT) as an analytic tool to explore how policy and practice in teacher education can be reformed to ensure Black and Brown students and students in poverty have a better chance of success in the United States (U.S.) by preparing teachers to center the nexus between poverty and race; we stress that teachers examine these two factors separately as well as in combination in order to help build their knowledge and understanding to ultimately inform their practice.

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