Culturally Relevant Teaching: Lessons from Elementary Classrooms

Abstract

How do teachers operationalize culturally relevant pedagogies (CRP)? Although preservice teachers often learn about multicultural education in college courses and discuss diversity in university settings, putting these understandings into practice is often more challenging. The translation piece, at times, is missing. This study of successful White teachers of children of color looks at ways in which they concretely apply culturally relevant practices in their classrooms. The study provides insights into how teachers can move away from superficial efforts to include diversity in their classrooms and towards more critically-conscious pedagogies.

Notes

1.For description of “highly effective,” see Method section and the appendix.

2.Here she is 9 months old. Eleven [months], her baptism. I am at a party. A party!

3.Interestingly, it is a Japanese child who is saying uvas (“grapes” in Spanish). I heard Fumiko speaking Spanish on several occasions in class.

4.The children created a giant paper kimono made out of newspapers that included articles on internment. It was an art/history project that produced a stunning 6-foot display.