Liberatory Consequences of Literacy: A Case of Culturally Relevant Instruction for African American Students

1992 ◽  
Vol 61 (3) ◽  
pp. 378 ◽  
Author(s):  
Gloria Ladson-Billings
Keyword(s):  
African American ◽  
African American Students ◽  
Culturally Relevant ◽  
American Students ◽  
Culturally Relevant Instruction

Teaching through culture

2019 ◽  
Vol 13 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Toni Denese Sturdivant ◽  
Iliana Alanís
Keyword(s):  
Early Childhood ◽  
African American ◽  
Classroom Environment ◽  
African American Students ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
African American Children ◽  
Content Type ◽  
American Students ◽  
American Children

Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.

Culturally Relevant and Meeting Academic Standards at the Same Time

2020 ◽  
pp. 17-28
Author(s):  
Ronald W. Whitaker II ◽  
Angela N. Campbell ◽  
Zakia Y. Gates ◽  
Lateefah Ellison-Metcalfe
Keyword(s):  
African American ◽  
Culturally Relevant Pedagogy ◽  
African American Students ◽  
Culturally Relevant ◽  
Academic Standards ◽  
Language Deficits ◽  
Teaching Math ◽  
American Students ◽  
Relevant Pedagogy

Over the last two decades, American students have been scoring higher on national math assessments. With that said, still problematic is the belief that African American students cannot excel in math do to various issues, including language deficits. Thus, in this chapter, through an on-going study, the authors argue for the utilization of culturally relevant pedagogy (CRP) and its significance in teaching math to African American students.

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College
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