Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

Howard, Tyrone C.; Rodriguez-Scheel, Andrea

doi:10.1177/016146811711900104

Cited by 87 publications

(43 citation statements)

References 65 publications

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“…In addition, agendas toward White and middle-class norms, propagated by misinterpretations of CRP and other asset pedagogies, have led to a static understanding of culture and an oversimplification of asset pedagogies (Paris, 2012). CRP has maintained its popularity in educational contexts, even as Ladson-Billings (2014) and others have recognized that further revisions are needed in response to shifting educational and sociocultural landscapes and the deepening of neoliberalism's influence in public education (e.g., T. C. Howard & Rodriguez-Minkoff, 2017;Royal & Gibson, 2017). Given that Paris's critiques do not challenge CRP's fundamental merit, but rather its evolution and practical application, realizing the potentials of CRP remains a worthy pursuit.…”

Section: Asset Pedagogiesmentioning

confidence: 99%

Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education

Kondo

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Teacher education programs (TEPs) have a mandate to prepare teachers qualified to educate culturally and linguistically diverse student populations. In addition, the demographic imperative compels TEPs to recruit preservice teachers from underrepresented communities; yet, just as youth of color are marginalized in schools, so too are teacher candidates of color (TCCs) marginalized in TEPs. Just as conventional TEP curriculums fail to decenter dominant social groups, so too do many teacher educators fail to enact asset-based pedagogy. A teacher quality gap and culturally rooted disenfranchisement persist. Purpose: I examine how TCCs are prepared to teach critically in demographically pluralistic schools and how one teacher educator of color attempts to close the teacher quality gap with a diverse preservice teacher cohort through the application of culturally relevant pedagogy (CRP). Although asset pedagogies are widely accepted as best practice in P–12 classrooms, there exists a dearth of research on their impact on postsecondary spaces. Moreover, multicultural education scholarship focused on the experiences of TCCs is limited. Research Design: Drawing from a larger critical ethnographic study of two diversity courses in an urban TEP, this article explicates one teacher educator’s application of CRP. I utilize the core tenets of CRP—academic achievement, cultural competence, and sociopolitical consciousness—to bridge the gap between theory and practice through illustrations of intentional critical pedagogy. Data were analyzed from field notes, interviews of students and faculty, course assignments, readings, syllabi, evaluations, and other relevant artifacts. Results: Findings indicate that modeling CRP is paramount to developing culturally relevant pedagogues and that making known the interdependence of CRP’s three fundamental pillars is central to transformative learning experiences for preservice teachers. Although challenging, CRP at the postsecondary level is an achievable endeavor that requires increased faculty innovation, reflexivity, and humility. Conclusion: The project offers practical applications of CRP that are adaptable to most teacher preparation courses. Recommendations include a call for more studies that examine the use of asset-based pedagogies in higher education, especially in TEPs.

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Section: Asset Pedagogiesmentioning

confidence: 99%

Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education

Kondo

2022

Teachers College Record: The Voice of Scholarship in Education

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“…Culturally relevant pedagogy is a rich theoretical framework that continues to evolve and inform teaching, teacher education, curriculum development, and educational research (Howard & Rodriguez-Minkoff, 2017; Ladson-Billings, 2014; Milner, 2017). What is fundamental and enduring in the framework is the goal of empowering students to engage in critical examinations of existing social conditions and how those conditions are or are not congruent with a multicultural and democratic society.…”

Section: Culturally Relevant Pedagogymentioning

confidence: 99%

“…Originally articulated by Ladson-Billings (1994, 1995a, 1995b, 2014), culturally relevant pedagogy has been elaborated upon by researchers and scholars who seek to describe that framework in increasingly specific theoretical terms (e.g., Brown-Jeffy & Cooper, 2011; Gay, 2010, 2013, 2014; Howard & Rodriguez-Minkoff, 2017; Milner, 2017; Paris, 2012; Paris & Salim, 2014; Seriki & Brown, 2017) and provide examples of how the framework is operationalized (e.g., Aronson & Laughter, 2016; Milner, 2017; Morrison, Robbins, & Rose, 2008; Sleeter, 2012) to document its enduring relevance and importance.…”

mentioning

confidence: 99%

“Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History

Kucan

Cho

2018

Urban Education

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This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical content and historical thinking about that content by capitalizing on their funds of knowledge, making use of accessible cultural referents, and sharing personal narratives.

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“…Our purpose was not to study Gay’s (2000, 2010) culturally responsive pedagogy and Ladson-Billings’ CRT but to focus on the program’s use of Ladson-Billings’ CRT framework, recognizing that PSTs heard the term culturally responsive pedagogy throughout their development. We recognize that theoretically, CRT and culturally responsive teaching have been assessed to have potentially important distinctions; however, according to Howard and Rodriguez-Minkoff (2017), the significant overlap in the construction of these frameworks that drive toward similar aims is more salient for research purposes than the nuances.…”

Section: Crtmentioning

confidence: 99%

A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching

Truscott

Stenhouse

2018

Urban Education

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The study tests the proposition that pedagogical orientations foster domain-specific teacher dispositions. Nineteen preservice teachers in an urban teacher certification program emphasizing culturally relevant teaching (CRT) were interviewed at the completion of all coursework and teaching experiences in diverse, urban classrooms. Dispositional statements ( n = 405) were used in a comparative analysis that included cross-tabs chi-square statistics and contingency tables. The study found that teaching dispositions associated with two CRT domains, academic success and cultural competence, were prevalent, whereas dispositions associated with the critical consciousness domain were minimal. Interrelatedness was found for teacher dispositions associated with respect for diversity, authenticity, and generalizability.

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Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

Cited by 87 publications

References 65 publications

Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education

Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education

“Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History

A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching

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