American Educational Research Journal, Vol. 32, No. 3 (Autumn, 1995), pp. 465-491 (27 p ges) - The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative ''site.'' Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
Merging theory and practice, connecting contemporary issues to historical ones, and providing a deep analysis on the current state of education, Dr. Emdin ushers in a new way of looking at improving schools and schooling.
How do you reach students who are culturally and racially different from you? This course provides thought-provoking background and practical suggestions for teachers seeking the answer to this question. Participants explore their own assumptions about race, class, and culture; and learn strategies for creating classrooms that are culturally inviting to all.
New directions for teaching and learning, 2017, Vol.2017 (151), p.171-187, Article by: Considine, Jennifer R. ; Mihalick, Jennifer E. ; Mogi-Hein, Yoko R. ; Penick-Parks, Marguerite W. ; Van Auken, Paul M.
Educational Researcher, 2012, Vol.41 (3), p.93-97,
Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.