1. An Examination of Culturally Relevant Pedagogy in a High School
- Author
-
Larue M. Fitch
- Abstract
This study delved into the critical examination of culturally relevant pedagogy (CRP) and its integration into the English/language arts (ELA) curriculum. CRP, rooted in acknowledging and accommodating the diverse literacy levels, languages, and cultural practices of students, holds significant promise in enhancing educational equity and inclusivity (Paris & Alim, 2017). However, its implementation necessitates a deeper understanding of cultural competence to counter historical educational disparities, particularly for ethnic minority groups that have been marginalized within the education system (Ugwuegbula, 2020). This study contextualized the significance of CRP within the broader framework of addressing educational debt, encompassing historical, sociopolitical, and moral dimensions (Ladson-Billings, 2006). It underscored the imperative for institutions to shift away from Eurocentric perspectives towards culturally rooted educational practices to ensure equitable access to higher education (Cabrera, 2020). Through a comprehensive case study involving interviews, observations, and document analysis conducted with 5 ELA teachers at Jelani High School, located in the Midwest, USA, this study elucidated practical implications and challenges associated with implementing CRP within the state-mandated curriculum. By delving into the diverse perspectives and experiences of these educators, this research sheds light on the intricate process of integrating CRP effectively to cultivate inclusivity, advocate for social justice, and equip students with the skills necessary to thrive in a globalized world (Ellis-Robinson & Coles, 2021). Although the teachers believed that they were creating culturally competent learning environments, the study result revealed they faced obstacles stemming from limited introspection and alignment with state curricular mandates. These impediments underscore the need for sustained efforts in teacher professional development and curriculum reform to deliver high-quality education to racial and ethnic minority students. This study underscores the pivotal role of CRP in reshaping pedagogical practices to address historical inequities and foster a more equitable and harmonious educational landscape. It advocates for continuous reflection, collaboration, and innovation to realize the transformative potential of CRP in empowering students from diverse backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024