(Re)inscribing White Cultural Hegemony: The Paradox of Culturally Relevant Pedagogy?

This study examines teachers' (mis)understandings of culturally relevant pedagogy (CRP) in one school district in a socially conservative area of the U.S. Midwest. The central concern of this paper involves interrogating the way teacher conceptualizations of CRP maintain inequalities in urban s...

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Bibliographic Details
Published in:	Educational studies (Ames) Vol. 57; no. 5; pp. 509 - 523
Main Author:	Vasquez, Ramon
Format:	Journal Article
Language:	English
Published:	Mahwah Routledge 03-09-2021 Taylor & Francis Ltd
Subjects:	Acculturation Best Practices Competence Critical Theory Cultural hegemony Culturally Relevant Education Equal Education Hegemony Inequality Misconceptions Norms Pedagogy Political Attitudes Politics of Education Racial Bias Racism School districts Social Justice Social structure Socialization Suburban Schools Teacher Attitudes Teachers Teaching Urban schools Usefulness Whites
Online Access:	Get full text
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