Abstract
This qualitative case study analyzes how one secondary history teacher enacted three resource pedagogies to teach about systemic racism and encourage his students to explore the topic. Drawing on observations, meetings, and interviews, the paper illustrates the affordances of culturally responsive, culturally relevant, and culturally sustaining practice, especially when leveraged together. The author argues that this synergistic approach is necessary when teachers are addressing challenging topics. The case study highlights how the teacher embodied unique aspects of each pedagogy, offers loving critiques of how resource pedagogies are interpreted and implemented, and discusses implications for kindergarten to grade 12 (K-12) research, teaching, and teacher education.
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