Lunch May Be Free/Reduced, but Children Can't Be! Culturally Relevant Education and Educator Identity

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-13 - Lives of Teachers: Some Provocative Issues

Abstract

A struggle exists to engage in culturally relevant pedagogy representing the interests of the K–20 spectrum working toward social justice. This struggle isn’t merely a question of policy. This paper suggests that one of the major problems is a disconnect between articulated commitments and actual practices. This paper critically examines the landscape of education revealing the nature of overrepresentation of privileged identity markers in teacher composition that do not match student demographics. We examine how misunderstandings about CRP along with resistance, permeate teachers’ discourses and evidence how higher education institutions and preparation programs operate. The paper ends with suggestions as to the identity work necessary if we are to hope for educators across settings to see and speak CRP.

Authors

• Kenneth James Fasching-Varner, Louisiana State University

• Roland W. Mitchell, Louisiana State University

• Hillary B. Eisworth, Louisiana State University - Baton Rouge

• Benterah C. Morton, Louisiana State University - Baton Rouge