A Movement against and beyond Boundaries:¹ “Politically Relevant Teaching” among African American Teachers

Abstract

The purpose of this article is to examine culturally relevant teaching as a political pedagogy and a contemporary manifestation of what was considered “good” teaching in many African American communities served by black segregated schools. Through examining several ethnographies and autobiographical accounts of segregated schools that were valued by black students and families, I assert that the “good” of these institutions hinged not simply on the cultural similarities between teachers and students, but more importantly on the “political clarity” of the teachers. That is, these educators recognized the existence of oppression in their students’ lives and sought to use their personal, professional, and social power to encourage children to understand and undermine their subordination. I also contend that because they use their knowledge of society's inequities and their influence to empower their marginalized students, the pedagogy of contemporary culturally relevant teachers might be more accurately called “politically relevant teaching.” I conclude the article by discussing how recognizing the political and historical dimensions of culturally relevant teaching may broaden its application, as issues of racism and social injustice are relevant to all Americans and not only to people of color.

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

“…These systems have a transformative goal in all their activities and nurture the creation of school cultures that are concerned with deliberative and participatory discourse practices (Gay, 2000). Culturally responsive educational systems create spaces for teacher reflection, inquiry, and mutual support around issues of cultural differences (Beauboeuf-Lafontant, 1999;Ladson-Billings, 1995;Villegas, 1991). Key questions that are consistently researched and debated include the following: (a) What are the explanations for the differential achievement of culturally and linguistically diverse students?…”

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

“…However, CRP is more than making connections. It requires teachers to intentionally and effectively use and support the languages, literacies, and cultural tools of students who represent the dominant and marginalized sectors of our society (Beauboeuf-LaFontant 1999). CRP requires teachers not only to be able to effectively implement best practices but also have the belief that such practices are essential to quality teaching and learning of culturally and linguistically diverse students (Gay 2000;Ladson-Billings 2014).…”

Racestillmatters: preparing culturally relevant teachers

“…CR teachers bring a conscious understanding of the cultural, historical, social, and political context of teaching and student learning. Therefore, a critical element of CRP is the "politically relevant teaching" that intentionally creates opportunities for liberatory educational experiences that combat racial injustice, oppression, and inequitable schooling experienced by students of color (Beauboeuf-Lafontant 1999). Academic achievement and success is maximized when children experience CRP (Ladson-Billings 1999).…”