Culturally Relevant Pedagogy in a Diverse Urban Classroom |
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Authors: | H Richard Milner |
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Institution: | (1) Department of Teaching and Learning, Peabody College, Vanderbilt University, Box 230, 230 Appleton Place, Nashville, TN 37203-5721, USA |
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Abstract: | While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work
especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less
clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural
competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover
the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of
the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed
cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers,
teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he
deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective
approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices. |
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