Teaching for Social Justice: Culturally Responsive and Relevant Pedagogy in Urban Schools

The purpose of this study is to examine the social and cultural context of urban schools, and the impact it has on educational opportunities for students. In particular, the study examines the systemic factors faced by students living in high-needs communities and the impact that factors such as race, class, and ethnicity, has on their learning experience. Such considerations are important to understand and reflect upon in our practice as teachers. The underlying assumptions of the role of the teacher and their pedagogical practices need to be questioned. Through interviews, this study examines the narratives of teachers that have applied Culturally Responsive and Relevant Pedagogy to their practice in challenging the inequities that they have experienced in their classrooms or schools. In doing so, they have attempted to challenge the common view of education which has focused on students as recipients of knowledge (Freire, 2000). The findings suggest that by acknowledging students’ knowledge and experiences in the curriculum, teachers can provide spaces for students to see themselves as actors, recognizing the assets they bring to the classroom. This study demonstrates through a Culturally Responsive and Relevant approach to education students become empowered in their learning experiences, while recognizing that they can be active and engaged citizens