Toward a Theory of Culturally Relevant Pedagogy

Abstract

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Sustaining change towards racial equity through cycles of inquiry

“…Other authors provide authoritative syntheses of organizational change in colleges and universities (Kezar, 2014), which we have not sought to replicate here. Recent works hone the findings of earlier studies by focusing on data use for particular purposes, such as improved teaching, learning assessment, and course design (Hora, Bouwma-Gearhart, & Park, 2017), and refining understanding of the role of shared leadership, college-based teams, and communities of practice in carrying out organizational change efforts (Gehrke & Kezar, 2017;Lester & Kezar, 2017).…”

“…The purpose of this study is to improve understanding of the conditions of data use that support organizational learning about inequitable policies and practices and how to go about changing them. The study contributes to the literature on data use and organizational change (e.g., Bensimon & Hanson, 2012;Bertrand & Marsh, 2015;Coburn & Turner, 2012;Dowd & Tong, 2007;Horn, Kane, & Wilson, 2015;Kezar, 2011Kezar, , 2014Marsh, 2012) by illustrating how local institutional reformers can effectively use and adapt data and data use protocols made available to them through state and national initiatives that include practitioner inquiry as an element of the change process.…”

“…Inquiry-based approaches to organizational learning rely on practitioners-faculty, administrators, and staff-to use data in a systematic and reflective manner to acquire the knowledge and expertise they need to carry out organizational change (Kezar, 2014;Panero & Talbert, 2013;Reason, 1994).…”

Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

“…CRT and CRP are pedagogical tools requisite for teacher candidates in constructing their sense of confidence and cultural competence to teach well in multiethnic settings (Gay 2000;Gay & Kirkland, 2003;Ladson-Billings, 1994, 1995a, 1995bNational Center for Culturally Responsive Teaching, 2004;Townsend, 2002;Villegas & Lucas, 2002). Teacher educators have a responsibility to ensure that teacher candidates are equipped with social justice tools including CRT and CRP (Le Roux, 2001).…”

Staging the Performances of the Privileged Social Group (PSG): Expanding the Philosophical Foundation of Critical Pedagogy

“…As a politico-educational movement with a traditionally Marxist orientation, the philosophical foundation of critical pedagogy has and continues to be critiqued on the grounds that it is too thinly focused on processes related to 'class struggle'. The critiques against critical pedagogy, especially its theoretical underpinnings, are primarily motivated by the recognition that other factors such as racism, ageism, sexism, cultural imperialism, etc., also contribute to the operations of oppression, and through such recognitions work to keep the field framed by crosscutting radical discourses that promote a multi-sided, culturally plural representational and ideological base for critical pedagogy (Ellsworth, 1989;Ladson-Billings, 1995;Allen, 2002Allen, , 2004Leonardo, 2002;Rossatto et al, 2006). The ongoing project to keep the philosophical foundation of critical pedagogy relevant to contemporary struggles against oppression is, at least in part, an invitation to people concerned about injustice at all levels (local to global), all contexts (personal, community, work, etc.)…”