New Perspectives on Culturally Relevant Pedagogy: Voices of First-Year Urban Teachers

• In Event: Lessons Learned From Preservice and In-Service Teacher Programs

Abstract

This study positions new teachers as vital advocates and scholars in the pursuit of fresh perspectives on the development and implementation of Culturally Relevant Pedagogy (CRP). Data from focus group interviews with thirteen first year urban teachers reveal five themes: challenging monolithic views of cultural relevance; authentically centering students’ lived experiences; cultivating an environment for CRP; reflexive teaching mentalities and practices; and addressing barriers when enacting CRP. These teachers’ perspectives showcase the need to for us to envision new theoretical and pedagogical foundations so we can work in solidarity with teacher-scholars to stand against deficit orientations of urban students and communities.

Authors

• Noah Borrero, University of San Francisco

• Richard Ayers, University of San Francisco

• Asra Ziauddin

• Alexandra Ahn