Abstract

This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ ideas of race and racism. The authors conclude by examining the implications for teaching racial literacy in humanities classrooms with low-income students of color. They also explore how the teachers’ ‘alternate models of pedagogy’ (Ladson-Billings 1995) builds upon and extends the theory of culturally relevant pedagogy as it is commonly conceptualized.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.