Culturally Relevant Pedagogy and Teacher Professional Development in a Laboratory for School Reform

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

Abstract

Memphis, TN has been described as a “laboratory” of school reform (Zubrzycki, 2014). This laboratory includes a borderless, state-wide district for the lowest-performing schools and a rapidly growing number of charter schools. In addition, according to the organization’s website, Memphis has become a “high priority region” for Teach for America. Memphis is also a site for other alternative pathway programs to teaching and school leadership. What do these conditions mean for culturally relevant pedagogy (CRP)? In this article, we outline a framework for professional development that focuses on building teachers’ capacity as culturally relevant pedagogues. In particular, we propose an approach to professional development on CRP that takes seriously the needs of urban communities, like Memphis, that are situated at the nexus of school reform.

Zubrzycki, J. (2014, January 9). Rival strategies for running schools put Memphis in hot seat. Education Week. Retrieved from: http://www.edweek.org/

Authors

• Celia Rousseau Anderson, The University of Memphis

• Angiline Powell, The University of Memphis

• Beverly E. Cross, The University of Memphis

• Erika C. Bullock, The University of Memphis