Teacher Identities and Contextual Influences on Culturally Relevant Pedagogy.

摘要

The prevailing research-based methodologies related to improving learning for students of color, students of culturally and linguistically diverse backgrounds, and students from low income families are all linked to culturally relevant, culturally responsive, or culturally congruent pedagogies. Although researchers have sought to define and weave together broad beliefs and practices common among culturally relevant teachers, what makes culturally relevant pedagogy difficult to pinpoint and perhaps implement may rest in the fact that there is no fixed set of one particular series of behaviors which specifically quantify teacher behaviors as culturally relevant. Furthermore, teachers may not necessarily recognize that their practices are, in fact, culturally relevant, but only that they demonstrate and effect the desired result such pedagogy would warrant. In support of this notion, many teachers describe culturally relevant pedagogy as just "good teaching." If culturally relevant pedagogy is the essence of good teaching and research has deemed its practices critical to the success of students who are traditionally distanced from their peers through academic achievement gaps, the problem remains as to why culturally relevant pedagogy is not implemented more widely especially in high poverty schools, where it has been proven to thrive. The purpose of this study was to identify how the life experiences of highly qualified teachers who exhibit the kinds of teaching practices which are culturally relevant influence their practice, how these teachers define culturally relevant pedagogy, and how they understand the possible barriers which may inhibit widespread and effective practice. This study's conclusions are consistent with the prevalent literature on culturally relevant pedagogy. Teachers' ability to identify their own cultural identity and to relate life experiences influence stronger understandings and more effective practices of culturally relevant pedagogy. Additionally, teachers' understanding of the barriers which may prevent practice are strongly tied to their perceptions about the students themselves and their beliefs about curricular issues.