Culturally Relevant Instruction: High Expectations in Multicultural Education

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dc.contributor.author Wofford, Mary
dc.date.accessioned 2011-10-13T21:43:03Z
dc.date.available 2011-10-13T21:43:03Z
dc.date.issued 2011-06-15
dc.identifier.uri http://hdl.handle.net/1803/4937
dc.description Teaching and Learning Department Capstone Project en_US
dc.description.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. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject culturally relevant instruction, funds of knowledge, culture of power, student language, minority students, African American students, multicultural education en_US
dc.subject.lcsh Multicultural education en_US
dc.subject.lcsh African Americans--Education en_US
dc.subject.lcsh Motivation in education en_US
dc.subject.lcsh Multicultural education -- Curricula en_US
dc.subject.lcsh Children of minorities -- Education en_US
dc.title Culturally Relevant Instruction: High Expectations in Multicultural Education en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US

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