Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

被引：0

作者：

Howard, Tyrone C. ^{[1
]}

Rodriguez-Minkoff, Andrea C. ^{[2
]}

机构：

[1] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Urban Schooling Div, Los Angeles, CA 90095 USA

[2] Chapman Univ, Orange, CA USA

来源：

TEACHERS COLLEGE RECORD | 2017年 / 119卷 / 01期

关键词：

MATHEMATICS; TEACHERS; PERSPECTIVES; COMMUNITY; STUDENTS; LESSON; VIEWS; RACE;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background/Context: In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus: The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.

引用

页数：32

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