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ERIC Number: ED554396
Record Type: Non-Journal
Publication Date: 2013
Pages: 203
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-9260-9
ISSN: N/A
Schooling Culturally Relevant Pedagogy: One Story about Tension and Transformation
Mason, Ann Mogush
ProQuest LLC, Ph.D. Dissertation, University of Minnesota
The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given the rising and often simplistic attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of initiatives I refer to as "the transformation" aimed to eliminate the racial achievement gap in that school district through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and to train all district staff in a particular brand of culturally relevant pedagogy (CRP; Ladson-Billings, 1995). In this yearlong study, I used critical ethnographic methods to explore some tensions between a goal of systemic change and the reproductive forces at play in schools. My findings complicate preexisting ways of theorizing how CRP can be part of practical efforts to transform schooling and they identify new possibilities for CRP as a way to reenvision teaching and teacher education toward deep and enduring change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A