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    Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy

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    Genre
    Thesis/Dissertation
    Date
    2018
    Author
    Meirson, Tal
    Advisor
    Brooks, Wanda M., 1969-
    Committee member
    Smith, Michael W. (Michael William), 1954-
    Jordan, Will J.
    Patterson, Timothy
    Department
    Literacy & Learners
    Subject
    Education
    Critical Race Theory
    Culturally Relevant Pedagogy
    Multiculturalism
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1899
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1881
    Abstract
    This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy.
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