Culturally Relevant Pedagogy Clashes and Confrontations

by Scherff, Lisa; Spector, Karen; Abt-Perkins, Dawn; Balf, Ruth; Brown, Matthew; Deal, Jacqueline; Dutro, Elizabeth; Helmer, Kimberly Adilia; Jones, Stephanie; Kazemi, Elham; Kuntz, Aaron; Nygreen, Kysa; Parsons, Eileen Carlton; Shoffner, Melanie; Wall, Stev

• ISBN13: 9781607094203
• ISBN10: 1607094207
• Format: Paperback
• Copyright: 2010-11-16
• Publisher: R&L Education

Summary

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.

Author Biography

Lisa Scherff is associate professor of secondary English education and literacy at the University of Alabama. A former high school English and reading teacher, her research focuses on the opportunities to learn and teacher preparation, induction, and mentoring. Karen Spector is assistant professor of secondary English education and literacy at the University of Alabama. Her research and teaching involves critical literacies across disciplines.

Table of Contents

Foreword Looking for a Little Inspiration	p. v
Acknowledgments	p. xi
Introduction: Clashes and Confrontations with Culturally Relevant Pedagogy	p. 1
Opening Vignette: Recognizing Culturally Relevant Pedagogy: Then and Now	p. 9
Unpacking the Critical in Culturally Relevant Pedagogy: An Illustration Involving African Americans and Asian Americans	p. 15
Race, Identity, and the Shredding of a District Survey: Following Children into Relevance in an Urban Elementary Classroom	p. 35
The Central Paradox of Critical Pedagogy: Learning from Practice in an Urban ôLast Chanceö High School	p. 61
From Understanding to Application: The Difficulty of Culturally Responsive Teaching as a Beginning English Teacher	p. 89
Vignette: Lotus: A Pedagogy of Listening	p. 113
Reading Romeo and Juliet and Talking Sex: Critical Ideological Consciousness as Ethical Practice	p. 119
ô'Proper' Spanish Is a Waste of Timeö: Mexican-Origin Student Resistance to Learning Spanish as a Heritage Language	p. 135
Bodies before Me	p. 165
Closing Vignette: The Distance of Formality: Working within (and through) Propriety	p. 181
Index	p. 187
About the Editors	p. 191
About the Contributors	p. 193
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