This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males.
Introduction to the special issue.
The articles in this special issue represent both our attempt as editors to survey the field and provide some clarity for practitioners and teacher educators on fundamental ideas that frame CRP, not to limit its implementation or future research directions, but to ensure that as a community of educators and scholars, we share a common understanding of exactly what it means to be culturally relevant. The articles in this special issue provide both that clarity of the field, and vision for the future.
In this discussion, the author argues that the goal of “culturally relevant” education for Black students within the formal mechanisms of Canadian schooling is challenging. The author calls for a fuller conceptualization of Blackness that complicates notions of culture in this world of transnational relationships and global migrations. She also calls for teachers to embrace the nexus of issues that students negotiate in their daily lives as part of this potentially transformative pedagogy.
In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse students.
In this article, authors argue that school reform models employing neoliberalism, hyperaccountability, and hyperstandardization, replete with their demands on educators of conformity, sameness, and silence, have subdued educators’ concern for culturally relevant pedagogy and made high test scores the sole entity for which educators should aim.
This article examines culturally relevant pedagogy through the lens of advocacy by focusing on Black educators who serve as Educational Cultural Negotiators to help students of color in these spaces academically and socially.
In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.
12 recent articles between 2004-2014 were randomly selected that examined mathematics or English language arts, culturally relevant pedagogy, and race. The following interrelated questions were considered in the review synthesis: (a) What are some essential findings from the articles, (b) how is culturally relevant pedagogy operationalized and/or employed in the studies/articles, and (c) how is race examined in the studies?
This article examines teacher education programs and proposes the integration and mapping of culturally relevant pedagogy into teacher education policies and programs, curriculum and instruction, and teacher educators and candidates. We present a critical framework for promoting cultural competence, critical consciousness, and academic achievement through critical reflection, social justice action, and critical questioning.
This article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught.
This article provides a general overview of educational policy and practice as it relates to special education student populations.
This article critically examines the Individuals with Disabilities Education Act and No Child Left Behind. Authors demonstrate how and why these policies have failed to adequately ensure that students of color with disabilities receive the educational opportunities the policies were intended to provide.
The purpose of this article is to discuss student learning objectives as components of high-stakes teacher evaluation systems, within the context of learners with special needs.
This paper critically examines a resultant phenomenon of the Standards-Based Reform movement: the emergence of self-contained Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum in segregated classes.
Connecticut experienced two major changes in testing policy for children with disabilities that played a major role in conclusions about educational progress in the state. The responses to these changes in testing policy make Connecticut an illuminating case regarding the problem of high-stakes testing and changes in policies for students with disabilities in a state characterized by deep racial and economic inequity.
This article reports on a project to better understand how educators grapple with externally imposed pressures as they work to change the organizational structure of their schools to implement greater inclusion of their students served by special education.
This article draws from the lessons learned from the Atlanta Public Schools cheating scandal that occurred from 2009–2011, with particular attention paid to the unintended consequences of high-stakes accountability practices, especially for students with disabilities.
This article illustrates how oppressive structures shape Latinas’ education experiences, specifically examining how systemic forces position and oppress Latinas, resulting in physical violence, stereotypes, and environmental violence. The Latina participants shared the survival and resistance strategies that they employed, illustrating the importance of further interrogating systems of violence against marginalized women of color in educational settings.
This article reports findings from a comparative case study that examined how teachers who held strong intentions to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students facilitated classroom discourse about LGBTQ identity.
To disrupt the stubborn linkage between place and disability, this paper takes up spatial theory to stimulate new understandings of inclusion. Drawing on teacher interview data from ethnographically-oriented studies conducted between 2005 and 2014 in U.S. public schools, it proposes an alternate conceptualization of student learning difference to enable new relations between teacher identity and place, making inclusion a spatially fluid project.
The present study considered the role of progressive and no-excuses schooling models in fostering marginalized adolescents’ ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality.
The current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds.
This study analyzed the 2006 administration of the U.S. National Science Foundation’s Survey of Doctorate Recipients to examine how multiple identities shape the reasons for doctoral recipients to work as postdocs. The analysis found that the interaction of race and foreign-born status were particularly influential in shaping the reason individuals’ chose to work as a postdoc.
In this study uses a nationally representative sample of high schoolers to examine patterns of teachers communicating with parents. Even after considering measures of student behavior and academic performance, the author finds that patterns of contact between mathematics and English teachers and parents are consistent with stereotypes that teachers may subscribe to of different racial/ethnic and immigrant groups.
Drawing on three years of critical multi-sited ethnographic research, this article examines the ways of knowing of Mexican-origin transnational families whose primary residence was the Washington, DC area. The author examines the educational implications of their “chained knowing,” or being chained in their knowing to the Mexico–U.S. border and being chained as extended families and communities who cross and intersect with that border.
This study examines determinants of Black male students’ intent to transfer from a community college to a 4-year university. Using multinomial, multilevel modeling, this study finds that students whose primary goal was to transfer were more likely to be younger, have earned more credits, be non-first-generation, be full-time enrollees, have taken developmental education courses, and be engaged in active and collaborative learning.
This study extends the "college-going culture" literature by providing a bilevel examination of organizational dimensions of efforts at an urban public charter school to promote Latina/o students' college-going.
This study employs a relational teaching framework to examine the learning relationships among teachers and a full cohort of eighth-grade Black boys (N = 27) at a single-sex middle school for boys of color in New York City. In-depth interviews from a critical ethnography conducted at the school-site (during the 2011–2012 academic year) culled boys’ narratives of their teacher-student relationships, in order to illustrate how specific relational teaching strategies supported Black boys’ engagement and learning.