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Volume 119, Number 1 (2017)

 
by Vanessa Dodo Seriki & Cory T Brown
Introduction to the special issue.
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by Adrienne D. Dixson & Gloria Ladson-Billings
The articles in this special issue represent both our attempt as editors to survey the field and provide some clarity for practitioners and teacher educators on fundamental ideas that frame CRP, not to limit its implementation or future research directions, but to ensure that as a community of educators and scholars, we share a common understanding of exactly what it means to be culturally relevant. The articles in this special issue provide both that clarity of the field, and vision for the future.
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by Annette Henry
In this discussion, the author argues that the goal of “culturally relevant” education for Black students within the formal mechanisms of Canadian schooling is challenging. The author calls for a fuller conceptualization of Blackness that complicates notions of culture in this world of transnational relationships and global migrations. She also calls for teachers to embrace the nexus of issues that students negotiate in their daily lives as part of this potentially transformative pedagogy.
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by Tyrone C. Howard & Andrea Rodriguez-Scheel
In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse students.
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by Camika Royal & Simone Gibson
In this article, authors argue that school reform models employing neoliberalism, hyperaccountability, and hyperstandardization, replete with their demands on educators of conformity, sameness, and silence, have subdued educators’ concern for culturally relevant pedagogy and made high test scores the sole entity for which educators should aim.
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by April Warren-Grice
This article examines culturally relevant pedagogy through the lens of advocacy by focusing on Black educators who serve as Educational Cultural Negotiators to help students of color in these spaces academically and socially.
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by Celia Rousseau Anderson, Erika C. Bullock, Beverly Cross & Angiline Powell
In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.
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by H. Richard Milner IV
12 recent articles between 2004-2014 were randomly selected that examined mathematics or English language arts, culturally relevant pedagogy, and race. The following interrelated questions were considered in the review synthesis: (a) What are some essential findings from the articles, (b) how is culturally relevant pedagogy operationalized and/or employed in the studies/articles, and (c) how is race examined in the studies?
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by Ayanna Allen, Stephen D. Hancock, Tehia Starker-Glass & Chance W. Lewis
This article examines teacher education programs and proposes the integration and mapping of culturally relevant pedagogy into teacher education policies and programs, curriculum and instruction, and teacher educators and candidates. We present a critical framework for promoting cultural competence, critical consciousness, and academic achievement through critical reflection, social justice action, and critical questioning.
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