Framing Culture within Classroom Practice: Culturally Relevant Teaching

Abstract

The article explores the pedagogy of four elementary teachers of culturally diverse students in the Southeastern United States. It examines the ways in which these elementary school Teachers' construct culturally relevant practices in their diverse classrooms in terms of teaching approaches, strategies, activities, and lessons. Culturally relevant practices “build upon students' cultural and experiential strengths to help them acquire new knowledge” (Lipman, 1995, p. 230). Findings reveal that the four elementary teachers attempt to connect what they do in the classroom to the students' cultural backgrounds by helping students understand themselves and others, structuring social interactions, and recognizing culture as a strength to draw upon within the schooling context.