“YES, BUT HOW DO WE DO IT?”: Practicing Culturally Relevant Pedagogy

White Teachers I Diverse Classrooms: Creating Inclusive Schools, Building on Students’ Diversity, and Providing True Educational Equity, Second Edition

Volumn , Issue , 2023, Pages 33-46

  Ladson Billings, Gloria ^a,b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b Department of Curriculum & Instruction ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85172159640     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781003448709-6     Document Type: Chapter

References (14)

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4. Foster, M. (1989). “It’s cookin’ now”: A performance analysis of the speech events of a Black teacher in an urban community college. Language in Society, 18(1), 1-29.
5. Foster, M. (1997). Black teachers on teaching. New York: New Press.
6. Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, yy 290-294.
7. Johnson, L. (1992). My posse don’t do homework. New York: St. Martin’s Press.
8. Ladson-Billings, G. (1994). The Dream keepers: Successful teachers of African American children. San Francisco: Jossey Bass.
9. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 31, 465-69.
10. Ladson-Billings, G. (2005). No teacher left behind: Issues of equity and teacher quality. In C. A. Dwyer (Ed.), Measurement and research in accountability era, 141-162. Mahwah, NJ: Lawrence Erlbaum.
11. Mathews, J. (1988). Escalante: The best teacher in America. New York: Henry Holt.
12. Paley, V. (2000). White teacher. Cambridge, MA: Harvard University Press.
13. Rist, R. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40(2), 411-451.
14. Shujaa, M. W. (Ed.). (1994). Too much schooling too little education: A paradox of Black life in White societies. Trenton, NJ: Africa World Press.