Culturally Relevant Teaching: Where Do We Go From Here? Implications for Theory, Practice, and Policy

• In Event: 70.058 - A Dream Deferred: A 20-Year Retrospective on Culturally Relevant Pedagogy

Abstract

Culturally Relevant Teaching (CRT) has gained increased prominence in P-12 schools over the past two decades. While many school practitioners and administrators seek to incorporate CRT in school practice, some critics contend that it remains short on empirical evidence that links it to improved outcomes. In this article, the authors will identify pertinent data on CRT, and make the argument that ample evidence supports that when utilized with fidelity, it can lead to improved outcomes. This article will also identify commonly held misperceptions about CRT, how the tenets are often misunderstood and misapplied and identify ways that future research can help to enhance the theoretical tenets to improve practice and policy.

Authors

• Tyrone C. Howard, University of California - Los Angeles

• Brian Woodward, University of California - Los Angeles