Hall

4/18/2016
WHY/HOW Project
WHY: Why is culturally relevant pedagogy [CRP] not seen more in schools?
HOW: How can teachers integrate parts of CRP into their practice?
I chose this question because culturally relevant pedagogy has been shown to meet the academic
and social needs of diverse learners. However, during my observations in classrooms wwith
diverse learners Ive rarely seen signs of CRP. As a preservice teacher, I wanted to look into the
challenges of implementing CRP in the classroom.
Culturally Relevant Pedagogy
Gloria Ladson-Billings popularized CRP with her book, The Dreamkeepers, in 1994. There are
many other versions of culturally relevant pedagogy: culturally congruent, compatible,
responsive, appropriate, proactive, etc.
Other popular theorists include: Geneva Gay, Karen Spector, Tyrone Howard, Lisa Scherff,
Wayne Au
Commonalities:
teacher confidence in student ability
broadened perspective of curriculum/what counts as knowledge
integration and valuation of student experience
include critiques and analysis of existing social order (social inequities)
teacher reflection
Challenges
Cultural Gap between teachers and students.
Prioritization of Euro-centric curriculum.
There is no magic formula-CRP sees teaching as an art that is highly contextualizeddepends on student interests, locality, and the teacher.
Political beliefs- Many prospective teachers not only lack these understandings, but
reject information regarding social inequity (Ladson-Billings, 1994, 477).
Fear of blowback- CRP critiques the existing social order-which includes the schools we
work in. (Dont bite the hand that feeds you-mentality)
Its tough to teach in a new way. CRP relies heavily on dialogue, group work, and
integration of students lives and their community into the curriculum.
CRP essentially argues for a two-tiered curriculum that pushes students to master
traditional academic content while challenging, questioning, and deconstructing official
forms of knowledge (Nygreen, 2011, 71).
Theres tension between standardized knowledge and localized classroom knowledge.
There is research that the development of a critical consciousness for high school
students may discourage academic achievement (Nygreen, 72, 2011).

Hall
4/18/2016
Central Paradox
Given the pre-existing political goals of [CRP] as well as the implicit academic goals in the two
tiered curriculum, a paradox emerges: how can [CRP] empower students to construct their own
knowledge and vision of social change while simultaneously seeking to direct social change and
academic achievement in a particular direction? (Nygreen, 2011, 73).
Implications for Teacher Educator Programs

Include courses on diverse learners and CRP.

Teach the practice of self-reflection.
Find better candidates.
If CRP is prioritized, education programs become political. This is reflected in the
selection process and the knowledge valued in the program.

Implications for Teachers

Regardless of your political stance-CRP offers some valuable ideas:
Reflect on your practices, your biases, etc.
Teaching is an art- its highly contextualized and always in becoming.
Dont be afraid to try new techniques and lessons designs.
Pay attention to your students and value their knowledge.
Resources
Rethinking Schools - http://www.rethinkingschools.org/
Zinn Education Project - http://zinnedproject.org/
National Writing Project - http://www.nwp.org/
Teaching for Change - http://www.teachingforchange.org/