Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

Abstract

In this article, we examine urban teachers' perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy and mandated school reforms: (1) Teachers' use of CRP to empower urban students; (2) Teachers' beliefs that SRMs hurt African American students more than help them; (3) Teachers' adaptations of SRMs with culturally relevant practices. Finally, this article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the implementation of SRMs.

Negotiating White science in a racially and ethnically diverse United States

“…There is a plethora of researchers who believe in the tenets of CRP and who advocate for its continued research and implementation (Bidwell, 2010;Chepyator-Thompson, 1994;Esposito et al, 2012;Ladson-Billings, 1995;Laughter & Adams, 2012;Milner, 2011a).…”

“…for the solar system and the water cycle) to foster students' "interest in science as well as in understanding their students better as whole persons" (p. 144). Part of implementing CRP in the science classroom calls for an understanding of the child as a whole and finding ways for them to experience academic success (Esposito, Davis, & Swain, 2012).…”

“…With constant reminders that educational reforms models, such as stringent mandates of NCLB, hurt students (Esposito, Davis, & Swain, 2012), now more than ever researchers battle to find ways to make curricula accessible by all. One identified way of addressing students of colors is through Culturally Relevant Pedagogy (Ladson-Billings, 2008).…”

Faculty Perspectives on Underprepared Students

“…The rigidly scripted curriculum fails to allow for diverse learning and teaching needed by some students and teachers (Rubin, 2011). Critical thinking skills are also stifled by a standardized curriculum and interrupts real learning (Esposito, Davis, & Swain, 2012). Participants in this study agreed that student's today lack critical thinking skills.…”

Race, culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students

“…For example, in addition to rejecting cultural deficit ideologies by maintaining high expectations for their culturally diverse students, teachers employing culturally relevant pedagogies might teach math, science or critical literacy using multicultural texts, performance, or popular music such as Hip-Hop (Emdin & Lee, 2012;Lopez, 2011;Nelson-Barber & Estrin, 1995;Tate, 1995). They might also seek out, or have students bring in, their cultural experiences and community concerns to provide context to the academic content (Esposito, Davis, & Swain, 2012;Gonzalez et al, 1995). In doing so, teachers come to better understand their students' cultures and can make school curriculum relevant to students' lives (Howard, 2001;Hynds et al, 2011;Lynn, 2006).…”