Culturally Relevant Literacy Instruction

Abstract

This study works toward addressing a very critical educational problem in that it seeks to understand how gaining conceptual and pedagogical understandings of culturally relevant pedagogy (CRP) impact shifts in teachers' beliefs and practices. Rather, than considering the impact of CRP on students' educational success, this study examined teachers' changing beliefs and practices as they engaged in professional development on issues related to CRP and literacy instruction. Formative experiment was conducted and continuous, teacher-centered professional development focused on CRP served as the intervention for the study. Findings indicate that theoretical learning, critical self-reflection, collaboration, and longevity are integral to support shifts in teachers' beliefs and practices around CRP. Findings also show that the shifting process is dynamic and complex and occurs differently for individuals. The outcomes of this study suggest that professional learning should considers teachers' beliefs, experiences, and work context during the learning process.