But That's Just good Teaching.pdf - But That's Just Good Teaching The Case for Culturally Relevant Pedagogy Author(s Gloria Ladson-Billings Source

But That's Just good Teaching.pdf - But That's Just Good...

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But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy Author(s): Gloria Ladson-Billings Source: Theory Into Practice, Vol. 34, No. 3, Culturally Relevant Teaching (Summer, 1995), pp. 159-165 Published by: Taylor & Francis, Ltd. Stable URL: Accessed: 19-06-2019 13:36 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Theory Into Practice This content downloaded from 152.20.173.78 on Wed, 19 Jun 2019 13:36:30 UTC All use subject to
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Gloria Ladson-Billings But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy OR THE PAST 6 YEARS I have been engaged in research with excellent teachers of African American students (see, for example, Ladson-Billings, 1990, 1992b, 1992c, 1994). Given the dismal aca- demic performance of many African American stu- dents (The College Board, 1985), I am not surprised that various administrators, teachers, and teacher edu- cators have asked me to share and discuss my findings so that they might incorporate them in their work. One usual response to what I share is the comment around which I have based this article, "But, that's just good teaching!" Instead of some "magic bullet" or intricate formula and steps for instruction, some members of my audience are shocked to hear what seems to them like some rather routine teaching strat- egies that are a part of good teaching. My response is to affirm that, indeed, I am describing good teach- ing, and to question why so little of it seems to be occurring in the classrooms populated by African American students. The pedagogical excellence I have studied is good teaching, but it is much more than that. This article is an attempt to describe a pedagogy I have come to identify as "culturally relevant" (Ladson- Billings, 1992a) and to argue for its centrality in the academic success of African American and other children who have not been well served by our nation's public schools. First, I provide some background in- Gloria Ladson-Billings is associate professor of educa- tion at the University of Wisconsin-Madison. formation about other attempts to look at linkag between school and culture. Next, I discuss the th retical grounding of culturally relevant teaching the context of a 3-year study of successful teache of African American students. I conclude this discus- sion with further examples of this pedagogy in action.
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