For too long, education has emphasized a systematized approach designed to maximize efficiency and a standardization of curriculum and pedagogical design. Too often, educational practice framed in Anglo-European norms remain unchallenged and place students whose cultural identity does not align with the dominant norms at disadvantage. In turn, curricula and pedagogies fail to acknowledge the role that culture and identity play in both teaching and learning. Critically oriented and culturally relevant pedagogies have the potential to foster critical thinking, identity development, and equity. This article examines how the tenets of Culturally Relevant Pedagogy and identity development into educational practice can be utilized to empower practitioners to more informed, equitable, and impact in their work with a diverse student population
"Culturally Relevant Pedagogy, Identity, Presence, and Intentionality: A Brief Review of Literature,"
Journal of Research Initiatives: Vol. 4:
3, Article 11.
Available at: https://digitalcommons.uncfsu.edu/jri/vol4/iss3/11
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Higher Education and Teaching Commons, Special Education and Teaching Commons