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American educational research journal, 1995-09, Vol.32 (3), p.465-491
Ort / Verlag
Washington, DC: American Educational Research Association
Erscheinungsjahr
1995
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
In the midst of discussions about inproving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attemps to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising question about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical partices of eight exemplary teachers of African-American students serve as the investigative "site." Their practies and reflections on those practices provide a way to define and recognize culturally relevant pedagogy. (DIPF/Text übernommen)