The Language of Culturally Based Pedagogy in Teacher Education: A Literature Analysis

• In Event: Culturally Relevant Teaching Practices for Urban Schooling

Abstract

The purpose of this study was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban education research and practice. Findings indicate the discourse of culturally-based pedagogy relies upon: (1) the exploration of the construct of culture, (2) the knowledge of the socio-historical context of specific terminology, and (3) a perspective that discourse is generative and dynamic.

Authors

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Kelly R. Allen, University of Wisconsin - Milwaukee

• John M Knapp, University of Wisconsin - Milwaukee

• Alanna Malloy, University of Wisconsin - Milwaukee

• Crystasany Renee Turner, Erikson Institute

• Donna Pasternak, University of Wisconsin - Milwaukee

• Xinzhi Wu, University of Wisconsin - Milwaukee