Culturally Relevant Instruction: High Expectations in Multicultural Education

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Title:	Culturally Relevant Instruction: High Expectations in Multicultural Education
Author:	Wofford, Mary
Abstract:	This paper explores the concept of culturally relevant instruction based mainly on the research and study of Gloria Ladson-Billings, Lisa Delpit, and Sonia Nieto. It explores the problems of the achievement gap and skewed teacher attitudes towards minority students in American schools. The paper makes an argument for using culturally relevant instruction. The main researchers vary somewhat in their definitions and use of the term “culturally relevant”, but all believe that when teachers have high expectations for students and bring in their outside experiences-especially language, the students will achieve more. Teachers must tailor their instruction so that students have access to the culture of power and are able to overcome low expectations that many in society have for them.
Description:	Teaching and Learning Department Capstone Project
Subject:	culturally relevant instruction, funds of knowledge, culture of power, student language, minority students, African American students, multicultural education
LCSH Subject:	Multicultural education African Americans--Education Motivation in education Multicultural education -- Curricula Children of minorities -- Education
URI:	http://hdl.handle.net/1803/4937
Date:	2011-06-15

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Wofford-CRT-Capstone Summer 2011.docx	109.7Kb	Microsoft Word	View/Open