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ERIC Number: EJ881826
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0022-4871
Challenges to Conceptualizing and Actualizing Culturally Relevant Pedagogy: How Viable Is the Theory in Classroom Practice?
Young, Evelyn
Journal of Teacher Education, v61 n3 p248-260 2010
Although culturally relevant pedagogy is widely espoused and applied in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness. This study was a grassroots attempt to work collaboratively with a group of administrators and teachers at one urban school to define, implement, and assess culturally relevant pedagogy as a viable pedagogical tool. A qualitative approach that used the combined methods of action research and critical case study was employed for this study. Findings revealed deep structural issues related to teachers' cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. The study also recommends further inquiry-based dialogue among scholars and practitioners to more consistently utilize the theory in academic research and in classroom instruction. (Contains 3 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A