Culturally Relevant Teaching: Theory and Practice
EDC&I 505 Seattle Campus/BEDUC 520 Bothell Campus
July 13 – July 24 MTWTHF
Teaching and teacher education are under attack in unprecedented ways. Policymakers, administrators, parents, and community members all want to see a causal relationship between teaching and student performance/achievement. In
a standards driven, high stakes tests environment is the construct of a culturally relevant pedagogy a viable, useful, or necessary one? This course rests on the premise that teachers can and do make a difference in the educational
(academic, social, cultural) life chances of students and that difference can be enhanced through a culturally relevant pedagogical approach.
In this course we will examine both the macro and micro contexts of teaching and learning and address the following questions:
- What do we mean by good teaching?
- What is a teacher in the public imagination?
- What possibilities exist for reducing academic disparities between/among cultural groups?
- What role, if any, does teacher education play in improving student learning?
Gloria Ladson-Billings is the Kellner Family Chair of Urban Education in the Department of Curriculum & Instruction at the University of Wisconsin-Madison. She was the 2005-2006 president of the American Educational Research Association. Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students. Her work has won numerous scholarly awards including the H.I. Romnes faculty fellowship, the Spencer Post-doctoral Fellowship, and the Palmer O. Johnson Outstanding research award. She is the former editor of the Teaching, Learning, and Human Development section of the American Educational Research Journal, and the author of numerous journal articles, book chapters, and the two critically acclaimed books, The Dreamkeepers: Successful Teachers of African American Children and Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms.