The purpose of the current study is to examine the concept of enacting culturally relevant pedagogy through the use of a multicultural social studies curriculum as a means of inclusion for all students in an ethnically diverse urban classroom. While multicultural curriculum can go a long way to alleviating the presence of stereotype threat, it can also be a means toward trivializing the cultures it was designed to include. Applying a culturally relevant approach to the use of this curriculum is a step towards addressing stereotype threat from the students’ perspective, and deficit attitudes from the teacher’s perspective. I investigated these concepts through action research in the classroom where I am currently student teaching. The perspectives of my students and myself as a teacher were examined through the use of videotaped lessons, post-lesson reflection and discussion, and interviews with students. I found that in connecting lived experiences of racism to the students personal experiences, students of all backgrounds were able to connect to the curriculum. Relationships were strengthened not only between my students and myself but also between the students themselves.
|Advisor:||Shimpi, Priya, Kroll, Linda|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 50/06M, Masters Abstracts International|
|Subjects:||Multicultural Education, Early childhood education|
|Keywords:||Asian students, Culturally relevant pedagogy, Kindergarten, Multicultural curriculum, Social studies, White students|
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