Culturally Relevant Pedagogy

Clashes and Confrontations

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Student & Student Life, Philosophy & Social Aspects
Cover of the book Culturally Relevant Pedagogy by Dawn Abt-Perkins, Ruth Balf, Matthew Brown, Jacqueline Deal, Elizabeth Dutro, Kimberly Adilia Helmer, Stephanie Jones, Elham Kazemi, Aaron Kuntz, Kysa Nygreen, Eileen Carlton Parsons, Melanie Shoffner, Steven Wall, Victoria Whitefield, R&L Education
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Author: Dawn Abt-Perkins, Ruth Balf, Matthew Brown, Jacqueline Deal, Elizabeth Dutro, Kimberly Adilia Helmer, Stephanie Jones, Elham Kazemi, Aaron Kuntz, Kysa Nygreen, Eileen Carlton Parsons, Melanie Shoffner, Steven Wall, Victoria Whitefield ISBN: 9781607094210
Publisher: R&L Education Publication: December 16, 2010
Imprint: R&L Education Language: English
Author: Dawn Abt-Perkins, Ruth Balf, Matthew Brown, Jacqueline Deal, Elizabeth Dutro, Kimberly Adilia Helmer, Stephanie Jones, Elham Kazemi, Aaron Kuntz, Kysa Nygreen, Eileen Carlton Parsons, Melanie Shoffner, Steven Wall, Victoria Whitefield
ISBN: 9781607094210
Publisher: R&L Education
Publication: December 16, 2010
Imprint: R&L Education
Language: English

The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.

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The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.

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