Date of Award

12-11-2017

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

African-American Studies

First Advisor

Dr. Makungu Akinyela

Second Advisor

Dr. Kristen Buras

Third Advisor

Dr. Jonathan Gayles

Abstract

This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers who serve high populations of African American students. This study posits that teachers share the phenomenon of classroom CRP implementation through creative, and sometimes covert tactics. This phenomenon exists since cultural relevance is often omitted in curriculum norms. This study seeks to provide field examples of CRP, allowing stakeholders to evaluate them for their audiences.

The theoretical framework for this phenomenological study is Critical Race Theory in Education. CRT in Education explains why CRP is necessary, contributing to the rationale that learning environments should support its implementation. Data was collected through interviews and observations of four public high school teachers. Analysis was conducted through coding and pattern evaluation post interview. Results represent the common themes of sophisticated racism, cultural connections, and emotional availability.

The overall research question is: How do teachers teach African American students when Black excellence isn’t a curriculum priority?

DOI

https://doi.org/10.57709/11105096

Download

Share

COinS