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ERIC Number: EJ943185
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1946-2077
A Bumpy Journey to Culturally Relevant Pedagogy in an Urban Middle School: Are We There Yet?
Rozansky, Carol Lloyd
Journal of Urban Learning, Teaching, and Research, v6 p1-13 2010
Culturally relevant pedagogy (CRP) offers the promise of increased success for underserved students in urban schools. This qualitative case study examines a middle school reading teacher's understandings and implementation of CRP and the researcher's supportive role over a three-semester collaboration. Two categories of results are described: evidence of the teacher's increasing CRP and tensions in the collaboration. Increased CRP was evidenced by the teacher's enhanced emphasis on high expectations, metacognitive strategies, critical literacy, and units connected to students' cultures. Tensions included sporadic meetings, overlooked prerequisite instruction, ignored supportive materials, and problematic classroom management. Implications are included.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A