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Culturally Relevant Instruction: High Expectations in Multicultural Education

dc.contributor.authorWofford, Mary
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractThis 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.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectculturally relevant instruction, funds of knowledge, culture of power, student language, minority students, African American students, multicultural educationen_US
dc.subject.lcshMulticultural educationen_US
dc.subject.lcshAfrican Americans--Educationen_US
dc.subject.lcshMotivation in educationen_US
dc.subject.lcshMulticultural education -- Curriculaen_US
dc.subject.lcshChildren of minorities -- Educationen_US
dc.titleCulturally Relevant Instruction: High Expectations in Multicultural Educationen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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