Driving Equity in Action Through a Socially and Culturally Situated Pedagogy: Culturally Relevant Teaching and Learning as a Form of Equity Toward Student Engagement

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Author(s): Jose W. Lalas (University of Redlands, USA & Corona Norco Unified School District, USA)and Heidi L. Strikwerda (University of Redlands, USA & San Bernardino City Unified School District, USA)
Copyright: 2020
Pages: 25
Source title: Overcoming Current Challenges in the P-12 Teaching Profession
Source Author(s)/Editor(s): Penelope D. Keough (National University, USA)
DOI: 10.4018/978-1-7998-1177-0.ch013

Keywords: Business & Management / Information Science Reference / K-12 Education / Professional Development

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Abstract

Culturally relevant teaching and learning is a good approach for complementing equity work, but educators are not particularly familiar with it and intentionally employing it in schools although the concept of culturally relevant pedagogy or CRP has been introduced to the professional literature for more than 20 years ago. It is vital that educators understand the role of culturally relevant teaching and learning in supporting equity as a remedy for eliciting more active and productive student engagement. All educators involved in promoting and implementing equity as a solution toward student engagement and achievement must accept the reality that it needs not only understanding of what educational practice works and does not work but also patience and realistic expectation that equity's challenging work is an on-going and long-lasting advocacy. As educators who are social justice advocates, we must reimagine teaching and learning as a socially and culturally situated pedagogy to increase motivation, engagement, and hope to meet the needs of all our students, when they need them.

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Driving Equity in Action Through a Socially and Culturally Situated Pedagogy: Culturally Relevant Teaching and Learning as a Form of Equity Toward Student Engagement

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