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Multi-Ethnic Basal Editions
According to Smith (2002) the Bank Street Readers created children's books, who worked in close collaboration with reading specialists and teachers in Bank Street College, along with the advisement of sociologists, psychologists and anthropologists. The books reflected the multicultural, multiracial, and multiarchitectural needs of a big city. There was a strong emphasis on phonics, but not context clues. -
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History of Culturally Relevant Pedagogy
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African American Language Patterns
Labov (1969) highlighted the mismatch of language between African Americans and school. -
Critical Pedagogy
Freire (1970) juxtaposes the banking metaphor of education with his recommended problem-posing education. Problem-posing education is education for freedom and emphasizes that teachers much see themselves in a partnership with their students. Freire (1970) also includes the critical praxis: 1. Identify a problem, 2. Analyze the problem, 3. Create a plan of action to address the problem, 4. Implement the plan of action, and 5. Analyze and evaluate the action. -
Bridge: A Cross-Culture Reading Program
Bridge: A cross-culture reading program was an intervention reading program that sought to improve the reading levels of Black junior and senior high-school students in America’s public schools. The program was meant for inner-city Black students in grades 7 through 12 who were reading between second- and fourth-grade levels. Simpkins, Holt, & Simpkins created the program. -
"Culturally Appropriate" Pedagogy
Au & Jordan (1981) termed "culturally appropriate" pedagogy. Their study was of teachers in a Hawaiian school who incorporated students' cultural backgrounds into their reading instruction. -
"Culturally Congruent" Pedagogy
Mohatt and Erickson (1981) coined the term "culturall congruent" pedagogy. They conducted a study with Native Americans and found teachers who used language interaction patterns that were similar to the students' home cultural patterns were more successful in improving student academic achievement -
"Culturally Responsive" Pedagogy
Cazden & Leggett (1981) used the term "culturally responsive" when describing similar language interactions with lingusitically diverse students. -
Radical Pedagogy
Giroux (1983/2001) compels teachers to resist standardized curriculum and testing. They should practice a radical pedagogy that fights back against an educational system that produces social heirarchies. -
Cultural Compatibility
Jordan (1985) explains the point of cultural compatibility is that the culture is used as a guide in the selection of educational elements so that academically desired behaviors are produced. -
Cultural Congruence Pedagogy
Singer (1988) explains cultural congruence as a pedagogical strategy that accepts the goal of educating minority students is to teach them skills needed to succeed in mainstream society. -
Culturally Relevant Teaching
Ladson-Billings (1990) defines culturally relevant teaching as a term to describe the kind of teaching that is designed not merely to fit the school's culture with the students' culture but also to use the students' culture as a basis for helping students understand themselves. -
Cultural Synchronization
Irvine (1990) developed the concept cultural synchronization to describe the interpersonal context that must take place between the teacher and African American students. Irvine's (1990) study does not focus only on language patterns but other cultural aspects such as spirituality, mutuality, and reciprocity. -
Cultural Affirmation Texts
Harris (1990) states “if African American children do not see reflections of themselves in school texts or do not perceive any affirmation of their cultural heritage in those texts, then it is quite likely they will not read or value schooling as much” (p. 552). -
Afrocentric Idea in Education
Asante (1991) offers the idea of an Afrocentric curriculum to focus on the nottion of cultural competence. It indicates that an African-centered education does develop students who maintain cultural competence and demonstrate academic success. -
Empowering Education
Shor (1992) provides an explicit critique of traditional education. "Empowering education is a critical-democratic education for self and social change... The goals of this pedagogy are to relate personal growth to public life, by developing strong skills, academic knowledge, habits of inquiry and critical curiousity about society, power, inequality, and change" (p. 15). -
Culturally Relevant Pedagogy
Ladson-Billings (1994) states teachers need to be culturally relevant by students becoming intellectual leaders, apprenticed into learning communities, lived experiences are a part of the “official” curriculum, incorporate oral literacies, students are to be engaged in collective struggle against status quo, and teachers are cognizant of themselves as political beings. -
Engaged Pedagogy
hooks (1994) calls for teachers to "teach to trangress" forms of oppression and to be a living example of someone against oppression. -
Life in Schools
McLaren (1994) claims critical educators can create a language that allows teachers to examine the role of schooling. -
Other People's Children
Delpit (1995) highlights that many academic problems that occur with children of color are actually the miscommunication between teachers and students. She suggests teachers to honor the students' culture but must teach them to "code switch" to be successful in mainstream society. -
Critical Race Theory
Delgado (1995) documents the major themes in critical race theory. For example, storytelling/counterstorytelling, critique of liberalism, white privelege, and intersections of theory between sex, race, and class. -
Signifying
Lee's (1995) study investigated the implication of signifying as a scaffold for teaching skills in literary interpretation. Signifying is a form of African American discourse that may involve ritual insult and always involves the use of figurative langauge. -
Culturally Responsive Teaching
Gay (2000) defines culturally responsive teaching as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowledge and skills are situated within the lived experiences of the students, they are more personally meaningful, have higher interest appeal, and are learned more easily and throughly. -
Hip Hop Pedagogy
Morrell & Duncan-Andrade (2002) used rap texts to scaffold literary interpretation with a 12th grade classroom of minority students. They paired rap texts with canonical poetry. -
Funds of Knowledge
Gonzalex, Moll, & Amanti (2005) discuss the importance of teachers becoming ethnographers and to incorporate students' culture and community in classroom lessons. -
Authentic Discussions
Tatum (2006) believes teachers need to engage students in authentic discussions, connect to their social and political needs, and focus on skill development. -
Culturally Sustaining Pedagogy
Paris (2012) offers the term culturally sustaining pedagogy to support the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling. -
Reality Pedagogy
Chris Emdin (2012) draws on cultural relevant pedagogy and critical pedagogy principles and coins the term "reality pedagogy." He explains the 5 C's: cogenerative dialogues, coteaching, cosmopolitanism, context, and content -
