Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice?

Journal of Teacher Education

Volumn 61, Issue 3, 2010, Pages 248-260

  Young, Evelyn ^a  

^a BOSTON COLLEGE   (United States)

Author keywords

Achievement; Action research; Class; Culturally relevant pedagogy; Gender issue; Race; School teacher effectiveness; Teacher knowledge and beliefs

Indexed keywords

EID: 77951866920     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487109359775     Document Type: Article

References (43)

1. Barnes, C.J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1-2), 85-100.
2. Bell, D. (1987). And we are not saved: The elusive quest for racial justice. New York: Basic Books.
3. Boutte, G.S., & Hill, E.L. (2006). African American communities: Implications for culturally relevant teaching. New Educator, 2(4), 311-329.
4. Boyle-Baise, M. (2005). Preparing community-oriented teachers: Reflections from a multicultural service-learning project. Journal of Teacher Education, 56(5), 446-458.
5. Centralia School District. (2006). Eliminating the achievement gap policy statement. Centralia School District.
6. Centralia School District. (2007). Eliminating the achievement gap in Centralia School District. Centralia School District.
7. Chapman, T.K. (2007). Interrogating classroom relationships and events: Using portraiture and critical race theory in education research. Educational Researcher, 36(3), 156-162.
8. Cochran-Smith, M. (2004). Defining the outcomes of teacher education: What's social justice got to do with it? Asia-Pacific Journal of Teacher Education, 32(3), 193-212.
9. Conrad, S.I., & Sellers, R.M. (2005). African American families as a context for racial socialization. In V. McLoyd, N. Hill, & K. Dodge (Eds.), African-American family life: Ecological and cultural diversity (pp. 264-284). New York: Guilford.
10. Crenshaw, K. (1988). Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, 101(7), 1331-1397.
11. Duran, R.P. (1998). Learning and technology: Implications for culturally responsive instructional activity and models of achievement. Journal of Negro Education, 67(3), 220-227.
12. Gay, G. (1995). Bridging multicultural theory and practice. Multicultural Education, 3(1), 4-9.
13. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
14. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
15. Gay, G. (2007). The rhetoric and reality of NCLB. Race Ethnicity and Education, 10(3), 279-293.
16. Gay, G., & Howard, T. (2000). Multicultural teacher education for the 21st century. Teacher Educator, 36(1), 1-16.
17. Hastie, P.A., Martin, E., & Buchanan, A.M. (2006). Stepping out of the norm: An examination of praxis for a culturally-relevant pedagogy for African-American children. Journal of Curriculum Studies, 38(3), 293-306.
18. Hefflin, B.R. (2002). Learning to develop culturally relevant pedagogy: A lesson about cornrowed lives. Urban Review, 34(3), 231-250.
19. Howard, T. (2001). Powerful pedagogy for African American Students: A case of four teachers. Urban Education, 36(2), 179-202.
20. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
21. Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
22. Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
23. Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? Qualitative Studies in Education, 11(1), 7-24.
24. Ladson-Billings, G. (1999). Preparing teachers for diversity. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 86-123). San Francisco: Jossey-Bass.
25. Ladson-Billings, G. (2006). Yes, but how do we do it? Practicing culturally relevant pedagogy. In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29-42). Sterling, VA: Stylus.
26. Lee, C.D. (1998). Culturally responsive pedagogy and performance-based assessment. Journal of Negro Education, 67(3), 268-279.
27. Martin, D.B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295-338.
28. Milner, H.R. (2008). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of Teacher Education, 59(4), 332-346.
29. Morrison, K.A., Robbins, H.H., & Rose, D.G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433-452.
30. Neuman, S.B. (1999). Creating continuity in early literacy: Linking home and school with a culturally responsive approach. In L. B. Gambrell, L. M. Morrows, S. B. Neuman, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 258-270). New York: Guilford.
31. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
32. Patchen, T., & Cox-Petersen, A. (2008). Constructing cultural relevance in science: A case study of two elementary teachers. Science Education, 92(6), 994-1014.
33. Reason, P. (1999). Integrating action and reflection through cooperative inquiry. Management Learning, 30(2), 207-226.
34. Reason, P., & Bradbury, H. (2001). Handbook of action research. Thousand Oaks, CA: Sage.
35. Rossman, G.B., & Rallis, S.F. (2003). Learning in the field: An introduction to qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
36. Sheets, R.H. (1995). From remedial to gifted: Effects of culturally centered pedagogy. Theory Into Practice, 34(3), 186-193.
37. Siwatu, K.O. (2007). Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23(7), 1086-1101.
38. Sleeter, C.E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.
39. Sleeter, C.E., & Delgado Bernal, D. (2004). Critical pedagogy, critical race theory, and antiracist education: Implications for multicultural education. In J. A. Banks & C. M. Banks (Eds.), Handbook of research in multicultural education (pp. 240-258). San Francisco: Jossey-Bass.
40. Sleeter, C.E., Torres, M.N., & Laughlin, P. (2004). Scaffolding conscientization through inquiry in teacher education. Teacher Education Quarterly, 31(1), 81-96.
41. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
42. Troyna, B. (1987). Beyond multiculturalism: Towards the enactment of anti-racist education in policy, provision and pedagogy. Oxford Review of Education, 13(3), 307-320.
43. Yoon, B. (2007). Classroom teachers' understanding of the needs of English-language learners and the influence on the students' identities. New Educator, 3(3), 221-240.