(Re)Inscribing Dominant Epistemologies? The Paradox of Culturally Relevant Pedagogy

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: Critical Consciousness Through Teacher Education

Abstract

Culturally Relevant Pedagogy (CRP) has emerged as one of the most popular methods for supporting equity and social justice in urban schools (Gay, 2010; Ladson-Billings, 2006). Interestingly, despite general acceptance, there remains a paucity of research on how teachers actually make sense of some of the key principles of CRP, particularly the tenet of sociopolitical consciousness (Ladson-Billings, 1995). This study examines how teacher (mis)understandings of this particular principle may unintentionally suppress struggles against oppression by reproducing dominant epistemologies in schools.

Author

• Ramon Vasquez, SUNY - College at New Paltz