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ERIC Number: EJ962607
Record Type: Journal
Publication Date: 2011-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1175-8708
Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher's Activism and Agency
Lopez, Ann E.
English Teaching: Practice and Critique, v10 n4 p75-93 Dec 2011
As classrooms become more diverse, not only in North America, but in most Western Countries, calls for more culturally relevant pedagogies that centre the lived experiences of diverse students have taken on greater importance and significance. This is in response to the need for increased engagement and educational success for all learners. I argue that there is need to support teachers who are willing to take on this complex task by providing examples of ways culturally relevant teaching can be implemented in their classrooms. I present the common elements of culturally relevant pedagogy and critical literacy through performance poetry in a grade 12 English class. I conclude with a discussion of the complexities of this kind of teaching praxis and what might be some insights not only for English teachers, but educators who are seeking to find ways of better understanding how to implement culturally relevant practices in their classrooms. (Contains 6 footnotes and 1 figure.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada