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ERIC Number: EJ1121449
Record Type: Journal
Publication Date: 2015-Mar
Pages: 22
Abstractor: As Provided
ISSN: ISSN-2194-654X
Understanding the Process of Contextualization
Wyatt, Tasha
Multicultural Learning and Teaching, v10 n1 p111-132 Mar 2015
The literature on culture and education points to the importance of using students' cultural knowledge in the teaching and learning process. While the theory of culturally relevant education has expanded in the last several decades, the practical implementation continues to lag far behind. This disparity points to the lack of tools and other resources available to assist teachers with implementation. By examining the practice of six teachers who scored high on a rubric measuring Contextualization, this pedagogical strategy was articulated into a three-step process. The findings indicate that the role of the teacher in guiding students through tasks that require cognitive processing has been missing from our understanding of this strategy. This study advances the practice of using culture in teaching by operationalizing how to use students' cultural experiences to make academic connections.
De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii
Grant or Contract Numbers: N/A